DOCUMENT RESUME AUTHOR Wessel, Lynda; Florman, Jean, Ed. Prairie Voices: an Iowa Heritage Curriculum. Iowa State Historical Soci

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AUTHOR Wessel, Lynda; Florman, Jean, Ed. TITLE Prairie Voices: An Iowa Heritage Curriculum. INSTITUTION Iowa State Historical Society, Iowa City.; Iowa State Dept. of Education, Des Moines. PUB DATE 1995-00-00 NOTE 544p.; Funding provided by Pella Corp. and Iowa Sesquicentennial Commission. AVAILABLE FROM State Historical Society of Iowa, 402 Iowa Avenue, Iowa City, IA, 52240. PUB TYPE Guides Non-Classroom (055) EDRS PRICE MF02/PC22 Plus Postage. DESCRIPTORS American Indian History; Community Study; Culture; Elementary Secondary Education; *Heritage Education; Instructional Materials; Social History; Social Studies; *State History; United States History IDENTIFIERS *Iowa

ABSTRACT This curriculum offers a comprehensive guide for teaching Iowa's historical and cultural heritage. The book is divided into six sections including: (1) "Using This Book"; (2) "Using Local History"; (3) "Lesson Plans"; (4) "Fun Facts"; (5) "Resources"; and (6)"Timeline." The bulk of the publication is the lesson plan section which is divided into: (1) -=, "The Land and the Built Environment"; (2) "Native People"; (3) "Migration and Interaction"; (4) "Organization and Communities";(5) "Work"; and (6) "Folklife." (EH)

******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Prairie Voices An Iowa Heritage Curriculum

State Historical Society of Iowa Des Moines and Iowa City1995

Primarily funded by Pella Corporation in partnership with

U.S. DEPARTMENT OF EDUCATION the Iowa Sesquicentennial Commission Office of Educational Research and Improvement C:) EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 4Erihis document has been reproduced as C) received from the person or organization IOWA originating it. 00 0 Minor changes have been made to improve reproduction quality. Celebrate Points of view or opinions stated in this 00 document do not necessarily represent Our State 184 6 * 1 996 official OERI position or policy. Officially Eadarsci by dr W Searoavocarial co4.6,464

PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS O BEEN GRANTED BY BeOEIT TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 he Iowa Heritage Curriculum ismore than a collection of lesson plansit is the story ofa culture. This story tells of the art and artifacts, the values and beliefs, and the hopes and heritage of the many and diverse people living in the land between two rivers.

As each wave of newcomers gazed across Iowa's broadex- panse of tall grass and woodlands, they heard the land speak of beauty, of prosperity, and of newfound freedom. So they stayed and built new lives on the tall-grass prairie generations of people working, creating, fighting, mourning, celebrating, and recording their lives in the landwe call Iowa.

Whether they used stone toolsor computers, built wickiups or skyscrapers, those people have lefta legacy for the children of today. They are the people of the prairie, and ifyou listen very carefully you can hear their voices.

3 Contents

SECTION 1: 2/Siny.- Sense of Place: Our School this book Community Development: Investigating Local History Preface Sense of Place: Change for the FutureRedesigning Acknowledgments Maquoketa Introduction Fine Arts and Culture Spare Time Health, Hygiene, Sanitation, and Privacy SECTION 2: M.C2/2 km/ history V. Work Iowa Local History Guide: A Teacher's Guide Making a Living Reflections of Yesterday: Processes for'Investigating Badges of Pride: Labor in Iowa Local History Agriculture: Farming and More Iowa Farm Women: More Than A Way of Life #1 Iowa Farm Women: More Than A Way of Life #2 SECTION 3:lesson plans We've Gotcha Covered: Iowa Insurance Story I. The Land and the Built Environment Natural Resources Vi. Folklife Landforms of Iowa Folk life Guide The Delicate Balance: Iowa's Natural Resources Understanding Folk life and Folklore The Art and Soul of the Land Family Folklore The Land: Plants and Animals Folk Groups and Community Folk life Crinoids: Flowers of the Iowa Seas Additional Folk life Information and Activities Sense of Place: No River Too WideBridges Folk Music Sense of Place: Red Tail Ridge Wetland Study Project Rites of Passage Sense of Place: Interdisciplinary Wilderness Unit Victorian Celebrations Housing The "Write Sport" Foodways II. Native People Clothing Archaeology and Prehistoric Native Americans People for the Land: Native Americans in Iowa Ill. Migration and Interaction SECTION 4:eitnacts Getting Fr Om Place to Place Historical Moments Fact S eets Where People Come From Quick Iowa Facts Names Iowa Facts Worksheet African American Iowans: 1830s to 1970s Fun Iowa Facts Hispanics in Iowa Puzzle Page German Immigrants Move to Iowa Basic Map of Iowa Abbie Gardner Sharp Cabin Quilting: A Pioneer Craft The Mormon Trail Through Iowa Iowa and the Civil War SECTION 5:resources Out of the Mud: Pulling Iowa into the Auto Age Sense of Place: An Interdisciplinary Framework How Women Got the Vote: Recommended Readings in Iowa History The Story of Carrie Lane Chapman Catt National History Education Network IV. Organization and Communities A System of Rules Territory and Statehood of Iowa SECTION 6:timeline You Gotta Know the Territory A Timeline of Iowa History Montauk Historic Site Plum Grove Education Iowa's One-Room Schools Prairie Voices: An Iowa Heritage Curriculum

State Historical Society of Iowa, Iowa City, Iowa 52240 1995 by the State Historical Society of Iowa. All rights reserved. Published 1995 Printed in the United States of America Photocopying is allowed only for classroom use.

Project Coordinator: Lynda J. Wessel Editor: Jean Florman Publisher: Christie Dailey Production Coordinator: Steven Blaski Design: Design Ranch

Credits: Many of the lesson attachments are reproduced from The Goldfinch magazine with the permission of the publisher, the State Historical Society of Iowa.

Maps of Iowa's landform regions are reproduced with permission from Landforms of Iowa by Jean C. Prior.

5 1: this Gook i Welcome to the first-ever comprehensive guide for teaching tatives from historical and cultural organizations, representa- Iowa's historical and cultural heritage. Developed by the State tives of the Iowa Department of Education, and teachers Historical Society of Iowa and primarily funded by the Pella representing communities from around the state. Corporation in partnership with the Iowa Sesquicentennial Commission Prairie Voices: An Iowa Heritage The Committee for History Education was charged with Curriculum is designed to illuminate Iowa's past to provide implementing four goals: (1) to develop a curriculum in Iowa students with a deeper understanding and appreciation of their Studies to be continually revised and expanded; (2) to develop state's history. a statewide system of support for teaching Iowa Studies; (3) to make the findings and products of the committee available to In 1988, the State Historical Society of Iowa (SHSI) convened a classroom teachers and the general public; (4) to encourage Blue Ribbon Task Force on the Teaching of Iowa History in order support and funding for the curriculum and teacher training. to evaluate the teaching of Iowa history in Iowa's schools. After more than a year of study, the Task Force released a Prairie Voices is one giant step toward realizing those goals. major report calling for significant improvements in the The State Historical Society of Iowa believes that Prairie teaching of Iowa history. The report, titled "To Know Our- Voices will help students perceive who they are as Iowans, selves," concluded that a "generation is growing up with little and in so doing, instill in them a sense of pride in their understanding of our heritage as Iowans." heritage.

The 45-member Task Force determined that an understanding We are pleased to present to Iowa's teachers the 52 lesson and appreciation of Iowa's past is absolutely essential for the plans collected here, along with the five colorful and imagina- future of the state. According to the Task Force, the study of tive timeline posters; but this is just the beginning of the history provides both an appreciation of diversity and an curriculum project. Training will be provided by the State understanding of an individual's unique identity. The Blue Historical Society of Iowa to help educators implement the Ribbon Task Force suggested that Iowa's best and brightest curriculum in school classrooms and other educational settings. students would be more likely to live and work in this state The State Historical Society will help teachers to locate and use throughout their adult years if they developed a thorough resources through the Iowa History Resource Center, located in sense of their heritage as Iowans. the State of Iowa Historical Building in Des Moines. The State Historical Society will develop networks, encourage collabora- In 1992, the State Historical Society established the Committee tion, and share information. Each year new topics and lesson for History Education to implement the recommendations and plans will be added so that Prairie Voices will remain a goals established by the Blue Ribbon Task Force. The current dynamic document that meets the ongoing needs of Iowa's committee membership includes SHSI staff members, represen- teachers and students.

Lynda J. Wessel Curriculum Project Coordinator, State Historical Society of Iowa Acknowledgments

Prairie Voices: An Iowa Heritage Curriculum is the The BLUE RIBBON TASK FORCE MEMBERS who served Iowa culmination of years of work by Iowans from across the state. well by calling attention to the need for an Iowa studies It constitutes a melting pot of ideas from educators, adminis- curriculum. trators, researchers, historians, historical society members, and many others whose time and energy have made this Iowa The members of the IOWA CURRICULUM COMMITTEE studies curriculum a reality. To all of you, many thanks. MEMBERS who logged many miles and hours of their own time for the love of education. While it would be impossible to acknowledge each of the many Iowans whose dedication and hard work contributed to this All of the EDUCATORS who contributed to the curriculum with project, the State Historical Society of Iowa would like to thank the excellent and diverse lesson plans. Without you, PRAIRIE and recognize the following individuals and organizations: VOICES would not exist. The EDITOR Jean Florman for her skills and attention to detail, The PELLA CORPORATION for providing primary funding for which helped fit together all the pieces of this curriculum. this project. We appreciate the company's generosity, spirit of community partnership, and commitment to excellence in Designers Gary & Chris Gnade, Danette Angerer, and staff education in Iowa. members Theresa Ullerich and John Elson at DESIGN RANCH for their creativity and enthusiasm in designing the timeline The IOWA SESQUICENTENNIAL COMMISSION for providing financial support and commitment to preserve the story of and the notebook. Iowa for future generations. A special thanks goes to The NEWSPAPER IN EDUCATION organizations across Iowa for Chairman, former Governor Robert D. Ray, Executive Director producing the "Newspapers Record History" section of the Scott Raecker, and Associate Director Mary Ubinas for their curriculum. Special thanks to Eileen Woods, Cedar Rapids leadership, ideas, enthusiasm, hard work, and encouragement Gazette, and Mary Youngerman, Ames Daily Tribune, for their as they worked with the State Historical Society of Iowa and time and effort in helping to produce this section. the curriculum committee members. The DEPARTMENT OF GENERAL SERVICES, DIVISION OF The IOWA COUNCIL FOR SOCIAL STUDIES for outstanding PRINTING AND RECORDS MANAGEMENT and administrator service to the teachers of Iowa and for the ongoing support Kristi Little, for the extra time and effort in printing the and involvement in the Iowa Studies project. A special thanks curriculum materials. to Michael Zahs, past president of ICSS, who has been a driving force in the development of the curriculum. Staff members of the STATE HISTORICAL SOCIETY OF IOWA, who played a direct role in developing and producing Prairie The IOWA ARTS COUNCIL for contributing creative ideas, time, Voices. Thanks to Lora Allison, Ruth Bartels, Mary Bennett, and personnel to the development of this curriculum project. Steven Blaski, Christie Dailey, Loren Horton, Nancy Kraft, Sarah Macht, Patricia Ohlerking, Amy Ruth, Mary Smith, Shirley DAVID CROSSON who, as administrator of the State Historical Taylor, and Lynda Wessel. Society of Iowa, provided the vision and leadership to make this project happen. Blue Ribbon Task Force Members Kelly Boon Robinson Assistant Director Arts Education Robert Anthony,Mildred Bidlack, Bargaret Borgen, Mary Iowa Arts Council Chapman, William Cochran, William Dieleman, Donald Drake, Des Moines, Iowa Margo Dundon, Ronald Enger, O.J. Fargo, David Ferch, Donald Fett, Henry Gray, Jan Hein, Bob Himes, Dale Jensen, Dorothy Cordell Svengalis Kistler, Glen Lookingbill, Myron Marty, Tom Morain, Michael Social Studies Consultant Morgan, Lynn Nielsen, Arthur 011ie, Phil Parks, Richard Peters, Department of Education Robert Popliff, Tom Prout, Donald G. Roseberry, Dorothy Des Moines, Iowa Schwieder, Mary Louise Smith, Michael J. Smith, Cordell Svengalis, Paul Thompson, Curtis Van Gilder, Evelyn Vondran, Louise Voss Thurn Larry Wellendorf, Michael Zahs, Mary Zanotti. Education Consultant Keystone Area Education Agency State Historical Society of Iowa staff facilitators: Elkader, Iowa Marvin Bergman, David Crosson, Christie Dailey, Deborah Gore Ohm, Gordon Hendrickkn, Loren Horton, Steve Ohm, Carol Candy Wagner Ulch. K-5 General Music Teacher 3-5 Performing Arts Teacher Burlington Community School District Iowa History Curriculum Committee Burlington, Iowa

Current Members: Lynda J. Wessel Lora Allison Education Coordinator Assistant Education Coordinator State Historical Society of Iowa State Historical Society of Iowa Des Moines, Iowa Des Moines, Iowa Michael Zahs Sally Beisser Iowa History Teacher Instructor Washington Junior High College of Education Washington, Iowa Iowa State University Co-Instructor Ames, Iowa Iowa: Eye to I Class and Tour Galin Berrier Iowa Wesleyan College History Teacher Mt. Pleasant, Iowa John Hersey High School Former Members: Arlington Heights, Illinois Grayphenia Bayles, Gary Benck, Elise Schebler Dawson, Steve Mary Evans Thunder McGuire, Deborah Gore Ohm, Rosy Rodrigues, Education Specialist Dorothy Schwieder, Jerry Stubben, Mary Ann Woodburn. Hoover Presidential Library West Branch, Iowa Lesson Plan Contributors Loren Horton Senior Historian Lynn Alex State Historical Society of Iowa Office of State Archeologist Iowa City, Iowa 303 Eastlawn Building Iowa City, Iowa 52242-1411 Lynn Nielsen "Archeology and Prehistoric Native Americans" Principal Price Laboratory School Amy Ahrends University of Northern Iowa Roosevelt Middle School Cedar Falls, Iowa 929 North Roosevelt Cherokee, Iowa 51012 Phil Parks "Sense of Place: Red Tail Ridge Wetland Study" Social Science Teacher Des Moines Public Schools Sally Beisser Des Moines, Iowa College of Education Iowa State University Dawn Remsburg Ames, Iowa Fifth Grade Teacher "Iowa Farm Women: More Than a Way of Life #1," "Iowa Farm Ames Community Schools Women: More Than a Way of Life #2 Ames, Iowa Amy Ruth Editor, The Goldfinch magazine State Historical Society of Iowa Iowa City, Iowa 9 Acknowledgments

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Janice Beran Linda Fernandez League of Women Voters of Iowa Price Laboratory School 4817 University, Suite 8 University of Northern Iowa Des Moines, Iowa 50311 Cedar Falls, Iowa 50613-3593 "How Women Got the Vote: "Iowa's One-Room Schools" The Story of Carrie Lane Chapman Catt" Andrea Graham Galin Berrier Nevada State Council on the Arts 530 NE 4th Street 100 South Stewart Street Ankeny, Iowa 50021-1956 Capitol Complex "Iowa and the Civil War" Carson City, Nevada 89710 "Folklife Introduction and Additional Activities," "Understand- Mildred Bid lack ing Folklife and Folklore," Family Folklore," "Folk Groups and Horn Elementary School Community Folklife" 600 Koser Street Iowa City, Iowa 52246 Margie Hoad "Territory and Statehood of Iowa" Horn Elementary School 600 Koser Street Robin Butler Iowa City, Iowa 52246 Johnson County Historical Society "Community Development: Investigating Local History" Box 5081 Coralville, Iowa 52241 Jeanette Hopkins "Plum Grove" Roosevelt Middle School 929 North Roosevelt Jan Carlson Cherokee, Iowa 51012 South Clay School "Red Tail Ridge Wetland Study" Box 68 Gilbert Grove, Iowa 51341 Loren Horton "Agriculture: Farming and More" State Historical Society of Iowa 402 Iowa Avenue Paula Countryman Iowa City, Iowa 52240 Van Buren Elementary School "The Mormon Trail Through Iowa," "Natural Resources, RR 1 Box 30 "Housing," "Getting From Place to Place," "Where People Douds, Iowa 52551 Come From," "Names," "A System of Rules," "Education," "Sense of Place: No River Too Wide" "Fine Arts and Culture," "Spare Time," "Making a Living," Elise Dawson "Health /Hygiene /Sanitation" Fascination Station Bill Johnson 104 South Market State Historical Society of Iowa Ottumwa, Iowa 52501 600 East Locust "You Gotta Know the Territory," "Montauk Historic Site," "The Des Moines, Iowa 50319 Delicate Balance," "Abbie Gardner Sharp Cabin," "Out of the "The Delicate Balance: Iowa's Natural Resources" Mud: Pulling Iowa Into the Auto Age" Connie Kidman Diane Dean Des Moines Public Schools Lake Okoboji High School Intercultural Programs 901 H Avenue 1800 Grand Avenue Milford, Iowa Des Moines, Iowa 50309 "Sense of Place: Our SchoolOur Sense of Place" "Hispanics in Iowa" O.J. Fargo Karen Larson Green Valley AEA 14 Putnam Museum Creston, Iowa 1717 West 12th Street "Iowa and the Civil War" Davenport, Iowa 52804 "The 'Write Sport' " 0 to Deborah Lombard Jack Troeger University Museums Science Department 290 Scheman Building Ames High School Iowa State University Ames Community Schools Ames, Iowa 50011 Ames, Iowa "Victorian Celebrations" Candy Wagner Sarah Macht Sunnyside Elementary State Historical Society of Iowa 2040 Sunnyside Avenue 600 East Locust Burlington, Iowa 52601 Des Moines, Iowa "Crinoids: Flowers of the Iowa Seas," "People for the Land: Cindy Wiese Native Americans in Iowa" Maquoketa Middle School 200 East Locust Street Lori Moore Maquoketa, Iowa 52060 Crestwood Junior High School "Change for the Future: Redesigning Maquoketa" 1000 4th Avenue East Cresco, Iowa 52136 Jim Zajicek "Interdisciplinary Wilderness Unit" Crestwood Junior High School 1000 4th Avenue East Stacey Newbrough Cresco, Iowa 52136 RR1 Box 113 "Interdisciplinary Wilderness Unit" Pocahontas, Iowa 50574 "The Land: Plants and Animals," "The Art and Soul of the Land" Lynn Nielsen Price Laboratory School University of Iowa Cedar Falls, Iowa 50614 "Quilting: A Pioneer Craft" Steve Ohrn State Historical Society of Iowa 600 East Locust Des Moines, Iowa 50319 "Montauk Historic Site," Abbie Gardner Sharp Cabin," "Plum Grove" Rebecca Phipps Roosevelt Middle School 929 North Roosevelt Cherokee, Iowa 51012 "Red Tail Ridge Wetland Study" William Roba Scott Community College 500 Belmont Road Bettendorf, Iowa 52722 "German Immigrants Move to Iowa" Janis Rosenberg "Understanding Folk life and Folklore," "Family Folklore," "Folk Groups and Community Folk life," "Additional Folk life Information and Activities" Amy Ruth State Historical Society of Iowa 402 Iowa Avenue Iowa City, Iowa 52240

Tony Tremmel Crestwood Junior High School 1000 4th Avenue East 11 Cresco, Iowa 52136 "Interdisciplinary Wilderness Unit" Introduction

Prairie Voices: An Iowa Heritage Curriculum consists The Prairie Voices curriculum emphasizes three levels of skill of two partsa curriculum and a timeline. The curriculum has development. First, it underscores basic skills, including 52 model lesson plans in topical areas, including the land and reading, writing, oral communication, library skills and use of built environment, native people, migration and interaction, reference materials, the ability to distinguish between primary organization and communities, work, and folk life. In addition, and secondary sources, the use of charts and timelines, and the curriculum includes an overview of Iowa history, ideas and vocabulary development. examples for teaching local history, a list of resources, Iowa facts, timeline trivia, and additional classroom activities In addition, Prairie Voices introduces and reinforces several gleaned from several sources. higher level skills. Students learn to: collect information from a variety of sources through observation and interviews; compile, These lesson plans can be geared to any grade level. The organize, and evaluate information; compare and contrast; curriculum is multidisciplinary so educators can incorporate draw conclusions or inferences from evidence; consider state and local history into the study of other subject areas, alternative conclusions; and use creative thinking. including literature, math, science, social science, creative writing, art, music, and industrial arts. Prairie Voices Finally, students develop a third level of history skills, including encourages the use of local historical resources to tell the story the ability to: distinguish fact from fiction or opinion; develop of Iowa. a sense of place; understand the significance of the past to their own lives; develop historical empathy by perceiving how The second part of Prairie Voices is a 15-foot timeline of past events and issues were experienced by people at the time; Iowa history. The timeline delineates Iowa events and leaves develop geographical awareness; make generalizations; space for locally significant historical events to be recorded recognize various points of view; understand change and cause directly onto its laminated surface. In addition, the timeline and effect; recognize how values and traditions influence includes important world and national events that can serve as history; develop a sense of chronology; and understand events benchmarks for placing Iowa events in historical context. in context.

Since history is at once a body of information and a process for We hope that through Prairie Voices Iowa history will inquiring about the past, this curriculum incorporates both become a story well-told. Learning Iowa history means asking perspectives. The overview of Iowa history, background questions about people and events, searching for the information in each lesson plan, timeline events, fun facts, and consequences of those events, and understanding the many historical moments all provide the factual content and sides of the Iowa story. We hope students will understand that framework of events, people, and concepts that are critical to Iowa history is about real people in real places making real the understanding history. decisions that had real consequences.

By introducing students to the process of historical inquiry, And finally, we hope that by listening to these many Prairie the activities in each lesson plan and the attached activities Voices, students will come to appreciate that the real people directly involve young people in the discovery of Iowa history. of Iowa's past had the same feelings, hopes, dreams, and aspirations as do the students of today.

n 1A., Prairie Voices is primarily funded by Pella Foundation in partnership with the Iowa Sesquicentennial Commission. : 13 Iowa Local History: A Teacher's Guide By Margaret Atherton Bonney

Introduction cover which sources are available, and you may plan your local history study accordingly. Local history is the study of everyday life within a limited geographic area. Learning about a community and its people Students should know the basic differences between kinds of brings a reality to history often missing in the general text- sources in order to weigh the authenticity of the evidence they book. Local history provides a positive learning experience for find in the course of their study. Primary sources are materials students. guided carefully, students will feel the excitement of written, printed, or recorded during the period of time being working with a variety of historical sources, gathering and or- studied. Secondary sources are written by people who have ganizing information, and drawing conclusions. As historian studied primary sources and written down some generaliza- Carl Becker (a native Iowan) pointed out, all of us use histori- tions. cal inquiry in our everyday lives. Primary sources require special handling. If students visit librar- The handbook is designed to assist teachers and students in ies, city halls, or other repositories of such material, they the study of local history. Included are suggested study topics, should know the special procedures essential to using primary locations of historical resources, activities, an historical over- sources as well as the courteous behavior expected of any his- view, and a list of sources. as a teacher, your goal is to help torical researcher. Only a pencil should be used for taking students place local history in proper perspectiveto relate lo- notes (ink of any kind leaves an unwanted permanent smudge cal history to contemporary state, national, and world on documents). Note paper should be placed on a desk or eventsand to help students understand their world. Careful table, not on the document or record book from which infor- scheduling is important for a successful local history project. mation is being copied. Pages should be turned carefully. For Enough time must be allotted for students to gather informa- large volumes, use two hands to prevent tearing the large tion. Students will probably do much of their work outside the pages; one hand to turn, the other to support the page. classroom, sandwiching their research time between other activities. Replies to written requests for information may be de- A different kind of caution is exercised when using secondary layed. Classroom time might be devoted to planning, weekly sources. Students must realize that not everything in print is reports, and evaluation of information as it comes in. If you true or accurate. When a question arises about the authenticity have a choice, begin the local history project in the Fall. This is of a secondary source, consider who wrote the material. Is this the best time of year for out-of-doors field trips. a person known to have good historical judgment? What primary sources did the author use? How long after the event was the material written? Historians have found stories full of error repeated over and over in print, one author after another copy- Sources ing the error from an earlier publication. No one bothered to Working as historians, you and your students will use variety of check back to the primary materials. historical sources; locating these sources will take some detec- Errors are bound to creep into your work. It happens to the tive work. a preliminary survey of available sources will help most careful historians. The important point is to make stu- you guide and assist your students during the project. Primary dents aware of the problem of accuracy and to be careful material is easier to find for recent history than for the nine- about what they accept as fact. It is often appropriate to use teenth century. Many information-packed books and manu- "probably" or "may have been" when writing history. scripts may be found in the collections at the State Historical Society in Iowa City and Des Moines, and at the universities and colleges in the state. For teachers who live nearby, these institutions are a gold mine of information. For most teachers Primary Sources in the state, however, the search for local history must be Personal Collections made within the community and county. Students' families or older residents of the community may Not all of the sources discussed in the following pages will be have diaries, letters, account books, business records, newspa- found in every community. By checking with your local library, per clippings, scrapbooks, or photo albums that will give much city hall, or historical and genealogical societies you will dis- information about the past. Keepsakes and heirlooms can also 14 tell about the way people lived in the past. When using old had a paper. In the papers published between 1830 and 1860 keepsakes, be certain to think about them within the context of the arrangement of news was quite different from modern their own time. Do more than just display these items as curi- newspapers. Papers usually consisted of four to eight pages, osities. Consider how history can be interpreted through their with the two outside pages often being reprints from other study. What do we learn from viewing a piece of handmade newspapers or national ads. Local events and politics were re- lace? Was it used to decorate homes or clothing? How difficult ported inside along with the weather and prices for products in or expensive would it have been to purchase the item ready- agricultural areas. made, if indeed it was available at all? You may notice a distinct difference in the quality of the news- County Records print for old papers. Before 1880, newspapers were printed on Teachers who reside in a county seat are fortunate because paper with a high rag content. These remain in fine condition if county court houses are full of local history sources. However, they have been properly stored. Later, less expensive newsprint most court house employees are busy with their everyday re- made of wood pulp was used, and the high acid content of this sponsibilities. To obtain their assistance, it would be wise to paper causes it to deteriorate quickly. It becomes discolored, call ahead, explain your project, and arrange for a convenient brittle, extremely fragile, and must be handled with extra cau- time to visit. Employees ordinarily will not do research for you tion. Newspaper advertisements provide business, industrial, but will help you find the records you need. and economic information. What was available for people to buy? How much did a house or piece of land cost? What indus- Among the many useful records at the court house are wills, tries were located in the community? What sort of work was probate records, court dockets, property records, birth, death available? How much did it pay? In what sort of social activi- and marriage records, professional and commercial licenses, as ties did citizens take part? Look at the entertainment section well as records of road and bridge construction. Old tax for movie titles, and at the radio and TV logs. What did people records are also sometimes available. Wills and probate records do for entertainment before these electronic inventions ap- usually contain a detailed inventory of the deceased's posses- peared? Did people tend to stay at home instead of getting to- sions. Land sale records include names of the land owner and gether in large groups? Some communities had special news- purchaser, a description of the land, and the price that was papers or magazines published in foreign languages. This may paid. Court records reveal the types of cases tried and the deci- be a clue to the earlier background of a significant percentage sions made by the court. of the population. There is no uniform method for keeping court house records, so Immigrant Guides a researcher will find much variation from one county seat to When the state was first opened for settlement, pocket-sized another. Beginning dates for record keeping also will vary, and handbooks were published to aid travelers planning to immi- some records will be missing entirely, perhaps destroyed by fire grate to Iowa. These books aimed to both inform and attract or discarded due to lack of storage space. newcomers to the state. Descriptions and locations of towns, City Ordinances climate, soil, crops, minerals, and employment opportunities City ordinances can contribute much to the overall picture of were included. Because the purpose of these guides was to community life. They give us clues to the things people thought promote the advantages of the state, they present only the important in another time, and they can show changing atti- finer points of life in Iowa. References to severe winters, for ex- tudes over a period of years. For example, the ordinances for ample, will not be found there. Reprints of four of these old the City of Le Mars in 1898 show an interest in protecting and guides may be available at your local or school library: Isaac preserving ornamental and shade trees in the town, a concern Gal land's Gal land's Iowa Emigrant (1840), John B. Newhall's a about the bicycle craze (speed was limited to six miles per Glimpse of Iowa in 1856, John Plumbe, Jr.'s Sketches of Iowa hour), and the fear of contagious diseases such as scarlet fever, and Wisconsin (1839), and Iowa: The Home for Immigrants diphtheria, small pox, and cholera. (1870). School records Gazetteers Records of the school district may be difficult to track down. The local library may have old gazetteers with information They may be at the county court house or at the school district about specific communities in the state. R.L. Polk and Co. be- offices. sometimes they have been lost. Board of Education gan publishing the Iowa Gazetteer in 1879 and continued records can provide early schoolhouse locations and dates of yearly editions through the mid-1920s. A glance at the 1914-15 decisions for new buildings. Grades and subjects taught, size volume reveals the names of state officials, representatives, of the enrollment, and number of teachers and their salaries and senators. A map of Iowa shows railroad lines (including may also be included. electric train service) that provided transportation for metropolitan areas. Local Newspapers Newspapers may be found in attics, basements, libraries, news- Locations of communities, population statistics, business estab- paper offices, or local historical societies. Some newspapers lishments, and photographs of buildings and industries were have been recorded on microfilm, and your local library may included. There is often enough information about businesses have copies of these. If not, microfilm copies may be available to reconstruct a downtown business district. Each description from the State Historical Society of Iowa through inter-library of a community begins with a comment about location in rela- loan. Check with your librarian about this. tion to the nearest railroad route, an indication of the railroad's primary importance to the community. In the section on occu- Early in the history of the state, newspapers were the main pations, the long list of milliners shows the prevalence of hats source of public communication. Almost every town or village as a part of women's costume. The milliner's names reveal that Iowa Local History Guide: A Teacher's Guide

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this business was dominated by women. touch with a group of willing participants. Oral interviews need special advance planning and require an interviewer who is Another gazetteer, probably not easily available but worth look pleasant and polite. Appointments for interviews, advance for the Iowa State Gazetteer compiled by James T. Hair in 1865, preparation of questions, and a classroom rehearsal are ad- includes a brief history and description of Iowa, township cen- vised. Good planning helps prevent the general reminiscence sus returns for 1865, and a brief history of each county with that covers too many broad topics and leaves the student with- description of communities. a wide range of information about out enough specific material on his or her topic. A tape re- railroad service, climate, school board districts, student enroll- corder is a valuable tool for oral history, but it is wise to take ment, and teachers' salaries helps build an overall picture of careful notes during the interview in case the recorder mal- the local scene. functions or runs out of tape. Anniversary and Pioneer Day Speeches and Addresses A note of caution: even the best human memories are fallible. At the turn of the century old settlers or pioneer day celebra- although and oral history session may yield a first-hand actions were in vogue, and more recently, many communities count of an event, the longer the lapse of time from the actual have celebrated fiftieth and one-hundredth anniversaries. All of happening, the less reliable the memory is apt to be. Students these occasions gave impetus to pamphlets, newspaper fea- should be cautioned about unsupported oral testimony. tures, and speeches about the history of the community. These stories and orations are usually laced with boosterism; how- Maps and Atlases ever, they do tell about everyday life and the role a community Maps have many uses. Topographical maps help students un- played in the development of the state. derstand how geography influenced the location of early community sites. Early towns were located where transportation Cemetery Inscriptions was close-by so settlers could market their products. Maps cov- Before visiting a cemetery, check with the custodian or town ering a span of years will show how the physical boundaries of officials. some cemeteries limit visitors or require advance per- a community have changes. Students should look for reasons mission. Ask about hours and visit the cemetery yourself in ad- why changes occurred. did the community grow? Why did vance of your students. When the time for the actual visit ar- more people come? Was there a new industry? Did a railroad rives, students may need a reminder that the cemetery is a turn the community into a market town? With practice, stu- place for quiet and respectful behavior. dents will learn to read maps "historically." Soon they will Cemeteries in current use are easily found. some of these have learn to locate main highways, bridges, railroads lines, rivers, been used continuously since the community began. Older, dis- metropolitan areas and ask, "What influence do these have on continued cemeteries (especially those in rural areas) may be the lives of the people in the community?" located by contacting your local historical or genealogical soci- County atlases contain large, clear plats of townships and com- ety. Members of these organizations throughout the state have munities. Land owners are recorded on the maps as are the spent many hours tracking down out-of-the-way plots and re- railroad lines, schools, churches, homes, and industrial build- cording the inscriptions from the tombstones. Some of this re- ings of a community. A good state atlas is the Illustrated His- search has been published in Hawkeye Heritage, the quarterly torical Atlas of the State of Iowa by A.T. Andreas, first pub- publication of the Iowa Genealogical Society. The index may be lished in 1875. There were nine different editions, each pub- purchased to determine if there is an issue that contains the lished to emphasize one congressional district. all contain the sort of information you are looking for. Back issues may be or- same general information: maps of all the counties, portraits of dered from the Society. prominent citizens, pictures and plats of cities and small towns, Oral History and pictures of buildings. The history of the state and counties Oral history is a valuable method of collecting historical infor- is included along with a business directory. mation. Relatives, friends, and neighbors who have lived in the It is important to know that those whose names appear in the area for a long time can give a firsthand report on a wide directory paid for that privilege. The Andreas Historical Atlas of range of experiences. People might recall the first automobile Iowa was reprinted in 1970 in an edition including all the illus- in town, when their first telephone or electric service was in- trations from the nine congressional district versions The vol- stalled, or their early use of the phonograph and radio. They ume is reduced from the original size, so a magnifying glass is can tell about changes in their lives caused by wars, depres- a useful tool when studying this edition. sions, and natural disasters. Senior citizen organizations exist in most communities and are another valuable source for local Look for state, county, and local maps at the library, historical oral history.A quick check in the phone book under "senior society, nearby college or university library, banks, real estate citizen" or "recreation center" and a phone call will put you in offices, or land title and abstract companies. Topographic maps are available from the U.S. Geological Survey. A free index to less than objective or accurate. Topographic Maps of Iowa may be obtained by sending your request, including your name and address to Iowa Geological Sur- Books, Articles, and Other Published Sources vey, 123 N. Capitol Street, Trowbridge Hall, Iowa City, Iowa This is not a comprehensive list of printed sources, but the fol- 52242. These excellent, colored maps show county, township, lowing books and articles should be considered basic to the and section lines as well as altitude, land contours, streams, study of local history. They contain information on more than lakes, roads, houses, churches, school buildings, and railroad one topic of local history. The three publications of the Depart- lines. Another fine source is A Regional Guide to Iowa Land- ment of Public Instruction, probably in your school library, are forms by Jean Cutler Prior. Written for classroom use, it can be good bibliographic guides. The best source book for beginninga purchased from the Iowa Geological Survey. The booklet is well local history study is Discovering Historic Iowa by LeRoy G. illustrated with photographs, drawings, and maps. Pratt. This 313-page volume is arranged according to location. Included are lists of local historical societies, museums, parks, City Directories and historic sites. Iowa History, A Guide to Resource Material Call the local library to see if it has a city directory and ask the lists available materials according to the source. The guide in- date the collection begins. If the directory is 20 or more years cludes titles of articles in The Iowan from 1952 through 1972. old, it will have information that helps to recreate a picture of sources are not arranged by subject, but a careful search may your community and some of its changes. Directories contain reveal an article related to your local area. Iowa and Some resident's names, addresses, and occupations. religious groups Iowans will provide a list of useful books and films. The Pag- are listed. The advertisements reveal much about the business eant of the Press by William J. Petersen contains pages from se- and economic life of the community. Changes in transportation lected newspapers of 38 communities spanning the years from and communication can be found as well. Directories for older 1836 to 1961. Approximately three-fourths of the selections are cities in Iowa date from the 1850s and 1860s. from papers published before the turn of the century. The fol- Illustrations lowing communities are included: Albia, Belle Plaine, Bloomfield, Bloomington (Muscatine), Burlington, Cedar Rapids, Pictures add a visual dimension to local history study. Family al- Clarinda, Clinton, Council Bluffs, Davenport, Des Moines, bums, old newspapers, and country histories are all sources for Dubuque, Eddyville, Fairfield, Keosauqua, Lansing, illustrations. Many old calendars have drawings of buildings Marshalltown, Mason City, Mitchellville, Muscatine, Ottumwa, and artifacts. Look at clothing worn in photographs, study styl- Panora, Prairie City, Rock Rapids, Sidney, Sioux City, Storm Lake, ing and fabrics from the time of the photos and compare them Wapello, Waterloo, Webster City, and West Union. with modern styles. What caused the changes in the kinds of clothing over the years? Was it fashion alone? Abandoned Towns, Villages and Post Offices of Iowa by David Local Museums C. Mott is a reprint from The Annals of Iowa, volumes 17 and 18. Towns are arranged in alphabetical order by county, and lo- A trip to the local museum is useful if careful preparations are cation is given. Every two years the State of Iowa publishes the made before the visit. Students should be prepared to analyze Iowa Official Register. It contains a wide range of information the artifacts they see in order to answer questions about the useful for local history study. Either your school or local library past. If the local museum has collected a broad range of house- will have copies. The Register includes a brief history of the hold utensils and tools, students should focus on artifacts from state with reference to some local areas such as locations of the period under study. What do these things tell us about the forts, early French settlements, and names of local Iowa heroes. way people used their time and how they did their work? Histories of the state educational institutions, operating bud- gets, and enrollments will be found. Population is given by county for the most recent United States census and the popu- Secondary Sources lation of incorporated cities for the two preceding censuses. County and Family Histories Election results by county, popular votes for President for the County, local, and family history books are often available at lo- past 30 years, and Iowans who have served in the President's cal historical or genealogical societies and public libraries. Most Cabinet are also included. county histories were written and published around the turn of Topics for Study the century and are useful for early history of an area. During After discovering what sources are available, you can decide recent years, many of these histories have been reprinted by which topics to study. If you have a full semester to devote to historical and genealogical groups. In the 1930s, the WPA spon- local history, a complete study from prehistoric time to the sored a Federal Writers' Project which produced updated histo- present may be possible. If time is limited, however, consider ries for some Iowa counties. County histories can provide infor- one of the two following approaches. mation about early conditions, customs, and industrial development. Be cautiouscounty histories were often commercial en- 1. Choose a limited period of time and learn as much as pos- terprises: residents of communities paid for the recognition they sible about that period. In the past, much classroom time has received. Usually these people were listed as prominent citi- been devoted to the pioneer period. It is a fascinating time in zens, and often they werebut you must keep in mind that Iowa history and one that captures the interest of young stu- some prominent citizens chose not to pay to appear in such his- dents. There are, however, other equally interesting periods. For tories and remain unknown unless found in other sources. example, a Depression period study could include gathering information about every phase of community life from 1929 Family histories vary in content. some give only the listing of through 1941. Students might use oral history techniques to family members with dates for births, deaths, and marriages. learn about social activities, methods of transportation and Others are written to celebrate the family and may be communication, and how people dealt with economic problems. 1? re: 4 - Iowa Local History Guide: fart'rr, 1;J4-,.4 16, It+,14'1 )'1 ,..97r A., 4 17i,, 41:TIL A Teacher's Guide

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Federal projects in the community could be described. Compil- sons of the year. Perhaps the natural environment around your ing as much information as possible, students could then an- community has changed. What plants and animals were origi- swer such questions as: How did the government projects help? nally there? If you are near a river or stream, what has hap- How did families deal with little or no income? What businesses pened to that waterway through the years? Communities in in the community failed? Piecing information together, life in mining areas have witnessed drastic changes in the environ- the community during the Depression could be reconstructed. ment. How have these changes affected those who live there?

2. Another approach is to chose one or more topics and re- Demography search each one thoroughly from the pioneer settlement period Population statistics tell much about a community. Census to the present. This gives an excellent opportunity to observe records include information about former place of residence, changes and make comparisons. Help students think about the race, and nationality. impact of change on the community. How did change affect the way people lived? How did it affect the entire community? One way to indicate where early residents lived before settling in your community is to make a map of the United States and When the time comes to present study topics to the class, ex- stretch yarn or draw lines from your town to the state or coun- plain the possibilities for research in each area. A mimeo- try from which the earlier inhabitants came. Do the same for graphed list (or a list on the chalk board) from which to make a your present students' families and compare the maps. What choice is, by itself, uninspiring to the average student. are the differences in the patterns of mobility between the two? Is there a high percentage of people from one state, region, or An enthusiastic discussion about the subject areas and their po- country? If so, why? What effect did their presence have in the tentials can make topics come alive as well as assist students in community? making choices that fit their interests. Your enthusiasm and motivation will be the key to a good start. Did the group make special contributions? Have any industries been established due to the special skills brought by these The following list of suggestions for time periods and research people? How many Iowa natives appear on each map? What topics is not meant to be all inclusive. In your preliminary tentative conclusions might be drawn from this information? search for sources a subject not mentioned here may become an obvious choice for study and should be included in your local For another activity, use census information to make a graph history project. showing population variations. Students can use the graph to ask questions. What caused the fluctuations? early upward GeographyTopographyNatural Environment trends might represent a great rush for new farm land. Later, a Every student should have some understanding of the relation- railroad line or new industry may have had a influence. If there ship between people and their environment before proceeding is a population decline, look for causes and effects. with any topic on local history. Throughout history, the community's geography, topography, and natural environment Transportation have influenced community growth and development and the Newer and better modes of transportation markedly changed lives of the inhabitants. Students should know how geographic the day-to-day existence of Iowans. Transportation determined conditions and natural resources determined where a commu- which goods were produced and marketed, where people lived, nity was established and the manner in which it grew. and the frequency of social contact. early Iowa communities depended on water and horsedrawn transportation for moving Students should make maps showing topographic features such people and goods. Elaborate plans to improve Iowa's river navi- as streams and wooded areas, streets, residential areas, busi- gation ended with the arrival of the railroads. In Iowa, railroad ness centers, and manufacturing plants. Perhaps a stream di- construction began in 1855; by 1867, the first railroad was vided the town or a high bluff created transportation problems. completed across the state, and three more lines were com- Discuss the influence of topography on the physical develop- pleted within three years. Railroads soon crisscrossed the state ment of the town. Save the map for later reference. so that no community was farther than 15 miles from a railroad Climate has influenced the way people live. For example, before line. Railroads reduced the time and cost of transporting both the development of air conditioning, porches were considered goods and people and provided a reliable means of year-round an important architectural feature of a home, a place people transportation. With access to more distant markets, agricul- could cool off on hot Iowa days. The porch also provided an op- tural production increased, and a wider variety of merchandise portunity for people to socialize with neighbors, a sharp con- for purchase was made available. Because of these advantages trast to the modern habit of remaining indoors in cool, air-con- towns competed with one another for the privileges of having a ditioned homes. with the students, make a list of the influences railroad depot. Occasionally, a town that lost out virtually dis- climate has had on people in their town. As you do this ask stu- appeared. Check to see if there is a railroad depot in your town. dents to think about where people lived and worked in all sea- Is it still in use? How long has the railroad line operated in your 16 community? What sort of change did this make in the lives of old-time residents, particularly if they worked in communication the people? When did freight service begin? What goods were areas, are also useful. shipped? What products were brought to the town by rail? What replaced the railroad and when? Business and Industry The first small businesses in Iowa communities usually were re- A local form of transportation on rails was the trolley. some lated to the needs of the newly established agricultural settle- trolley lines were limited to in-town transportation, others were ment. A general store, hotel, blacksmith shop, or flour and lum- inter-urban trains connecting two or more cities. Find out if yourber mills wee usually among the first businesses established. community had a trolley. How did this form of transportation in- Lawyers and surveyors also wee among the first to offer ser- fluence and change people's lives and therefore the commu- vices. As a town grew, tailors, shoemakers, coopers, and other nity? artisans set up shops. Most towns were basically self-sufficient.

automobiles and airplanes caused even more changes. With the After the Civil War, changes in transportation and manufactur- advent of the auto, good roads were necessary, but they were ing caused a gradual shift from self-sufficiency to dependence expensive. Who did thepeople in the community think should on outside sources. Brand-name products, low in cost and pay the construction costs for better roads for automobiles? manufactured elsewhere, replaced those of home-town indus- Was there any controversy about the routing of roads and high- tries. Ready-made clothing was available either at a local store ways? or through a mail-order house. Because of outside competition many local industries eventually were forced out of business. As a project, make a chart showing the different types of transportation used in your community. Choose a specified number Find out which businesses and industries were a part of your of miles and record how long it would take to travel the dis- community's history. No doubt some of them have disappeared. tance by different forms of transportation. Why? There may have been many door-to-door services provided by the ice man, bakery wagon, vegetable vendor, or knife Sources for transportation information include city ordinances, sharpener. If so, when? Why were they discontinued? city directories, old newspapers, timetables, schedules, and oral histories. Maps will show routes for highways and railroads. Iowa has always been an agricultural state. Agriculture may City and county histories also will have information on transpor- have greatly influenced the history of your community. What tation. technological and scientific advances caused changes in agricultural methods? You will find that different crops were grown at Communication different times. What factors influenced the choice of crops pro- During the early years of Iowa's history the primary means of duced? spreading information was through newspapers. Papers were the sources of local, state, and national news. Early newspapers Farms, businesses, and industries provided jobs for many wee usually very politically oriented, often begun and sup- people. Find out about these working men, women, and chil- ported by a political party. Newspapers acted as chambers of dren, what sort of work they did and what they were paid. commerce, enthusiastically supporting local community growth Were working conditions an issue at one time? and development. Local social events, tragedies, births, deaths, and marriages made up an important part of the news. The tele- Community and Neighborhood Development graph greatly speeded the rate at which news was brought to To help form students' conception of the community at different what were once isolated towns. After 1900, the telephone came times in history, post a map of the city or town in the classroom into use. By the 1920s, radios could be found in most homes on which changes in the community can be shown. a large map and, by the 1950s television sets. Mail service, too, changed marked with only the city limits an streets is best. Information over the years. In 1924, the first transcontinental air mail ser- can be placed on the map as study progresses, including vice across Iowa was begun. changes in city boundaries, industrial, commercial, and residential areas. Every community has a development pattern. Usually, How did the development of better communication affect your cities grow out and away from the original reason for existence. locality? What changes occurred in daily life and business? Did The might be a market place, industrial site, crossroads, or gov- your community have more than one newspaper? How many ernment center. A good way to find out about community are there now? What caused the change? Does your community growth is to walk around and look at the town. Take paper, have a radio station? When was it established? How has it in- pencil, and clipboard to record information. Begin in what you fluenced the lives of people in the community? Has there been think to be the oldest part of town. First, look for clues to the a specialized magazine or newspaper published in your commu- reason the town was established. Then, look up at the old nity? If it was discontinued, try to find out why. As an in-depth buildings to get above first floor remodeling. There may be study, the technical refinements in different areas of communi- dates at the top, over the door, or on a cornerstone. Remains of cation will have great interest for some students. Go beyond old painted signs on the sides of buildings may tell how that just looking at the equipment; learn how it was used. For ex- building was used in an earlier time. Make notes and sketches ample, the mechanics of placing a phone call have changed of architectural details that might help date buildings. Look considerably since the first days of telephone service. There was down. Are there any dates in contractor's imprints on the side- probably a central switchboard first, followed later by direct di- walk? You may want to make a rubbing of the mark left in the aling. cement. Are there clues that at one time trolley tracks were in the streets? Find out when and why they were paved over. If Sources for communication history include newspaper publish- there are excavations going on you will be able to determine ers, the local telephone office, and postmaster. The public li- the street surfaces of the past. Locate railroad tracks, industrial brary may have editions of old newspapers. Recollections of 19 Iowa Local History Guide: A Teacher's Guide

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and residential areas. Record street names. They may give clues renown. Was the environment of your community an influence to either their use, location, or the people who originally lived on the artist's work? there, for example, Market, Park, Center, Church, Mill, Division, Wilson, and Thomas. Abandoned buildings, too, are clues to the Soon after settlement, county or agricultural fairs became a past. It would be unwise to suggest that students enter such yearly occurrence. Fairs were held in Iowa as early as 1841 and structures, but often there are clues on or around the building were mainly educational in purpose. The fairs also took on a so- that tell its past use. Is there an old smoke stack standing alone cial aspect in a time when there were few opportunities for somewhere in the town? What sort of industry was there? Ask large gatherings of people. Following the Civil War, fairs contin- long time residents about it. ued their educational roles, but added a large dose of amusement and entertainment. After 1910, special fair grounds and Architecture can give clues to age and character of the neigh- well-organized programs were considered necessary, and enter- borhood. Home size might be a clue to the size of families or to tainment became ad important and permanent part of the economic conditions at the time the house was built. Not every- county fair. one lived in a grand old Victorian home similar to the ones being saved and preserved today. Look for moderate-size homes Special customs developed around the celebration of holidays. of the same period. They too have a special charm and are good Find out what happened in the community or schools to cel- examples of housing for the average family. Try to find out who ebrate Valentine's Day, April Fool's Day, Arbor Day, May Day, designed homes: the builder, the owners, and architect? What Memorial (Decoration) Day, the Fourth of July, Labor Day, and building materials were used? What features once were stan- Veteran's (Armistice) Day. dard on earlier homes that have now disappeared? There are Education few good source books for midwestern architecture, especially Education has always had high priority in Iowa, and schools of- for the twentieth century. Three helpful sources are Styles and ten were established when a community was still young. Not all Designs in Wisconsin Housing, available from the University of children attended, and universal education was slow to de- Wisconsin Extension service, Marcus Whiffen's American Archi- velop; but support for the establishment of schools was avail- tecture Since 1780 A Guide to Styles, and "From Porch to Patio" able in every Iowa township thanks to the Northwest Ordinance by Richard Thomas in the July/August 1975 edition of The Pal- of 1785. Under the provisions of this law, 640 acres of land in impsest. every township were set aside to provide funds for the support Cultural DevelopmentEntertainment of public schools. These "school lands" were generally sold or In habitants of your towns developed cultural activities to en- rented and the proceeds used for the stated purpose. hance the lives of citizens. In the late nineteenth century, liter- Public school board records may have information about the ary societies were a favorite cultural activity often bringing pro- date each school in your town was built and how education fessional lecturers to the community. was financed. Before the advent of public schools there were Libraries sometimes operated as private associations until city many private academies in Iowa. Private academies kept sepa- fathers could be convinced to finance a free public library. In rate records which may be difficult to locate. In regard to the 1881, Andrew Carnegie offered to donate funds for public li- daily conduct of school, try to learn how teachers were trained, brary buildings and many communities then found it possible to selected, and paid; how classrooms were furnished and ar- provide library services. ranged; what educational materials were provided and from what source; who attended school; and how long students at- Music has played a prominent role in the cultural history of tended classes. Look at school buildings for overall size, number most Iowa communities. Bands, orchestras, and choral societies of classrooms, and manner of heating and cooling. Were there provided both artistic expression and entertainment for local facilities for other activities, a cafeteria, gymnasium, library, or citizens. Home town theatricals and pageants also were part of music room? Some communities had religious schools. You may cultural activity. The pride of many a community was the opera want to learn why these schools were established, who paid for house that provided a stage for local and professional perfor- them, and how they differed from public schools. mances. Vaudeville, minstrel shows, lectures, opera, Chau- tauqua, the circus, and later, motion pictures, were all part of Recreation, Leisure, Social town life. During the early period of settlement social life often grew out of community gatherings such as church or school activities. In Try to find out who took part in or supported cultural endeav- rural areas social diversion often had useful aspects. People cre- ors. When was each activity popular? Was there a relationship ated social events out of group work such as corn huskings and to the educational opportunities or transportation and commu- house-raisings. Certainly this must have made the work seem nication facilities of the time? Perhaps your community was less tiresome. As time passed, recreational activities took on a home for an artist, writer or musician of local, state, or national more leisurely guise.

4.%0 Baseball was an early sport on both the amateur and profes- What was the role of each family member? For what work was sional level. Following the Civil War, teams existed in many each member responsible? What work was shared? Who towns all over the state. As rail transportation became avail- worked away from home? How much education did family able, intercity rivalries arose. Rules and equipment changed members have? Did the family adhere strictly to a religious through the years. Find out if your community had a team. Were faith? What did members do for recreation at home; away from the players home town boys? Who went to the games? home? Who was the authority figure: the father, mother, both? For recent times, oral history is a good way to obtain this infor- Bicycling was a popular recreation and form of transportation mation. for men and women in the 1890s. Wheel clubs were formed and often the members campaigned for good roads and bike paths. A good way to organize information about the family is to rec- Look for other activities that have been a part of everyday life reate a day in the life of the family for a given year. Information in your community. Try to find out how much time people de- from other study topics will help to reconstruct the activities of voted to these activities. each family member. As individual family members move through the day, give careful thought to the amount of time a Many organizations, serving every segment of the population, given activity would take. How long did it take to walk several appeared over the years including service clubs, P.T.A., Granges, miles? Was doing the family laundry an all day affair? Some Boy Scouts, Girl Scouts, Camp Are Girls, and 4-H. When did students might re-create a home in miniature, showing the ap- these organizations begin? Was there a special need or purpose propriate household equipment and furniture for the time. for the group? If the group still exists today, how has it Health changes? Did it have an influence on the community? GovernmentPolitics Diseases were a serious problem to early Iowa communities. Cholera epidemics in the 1850s gave rise to laws intended to Citizens of new communities most often established town gov- control spread of the disease. Communities took responsibility ernments based on past experiences in former communities to protect the health of citizens. And other laws passed that with modifications to meet the demands of the new situation. were concerned with the health of the people. What remedies Find out how your city government was organized and how offi- for illness were used in the home? How were illnesses and inju- cials were chosen. What kinds of services have citizens ex- ries treated by professionals? How did the progress of medicine pected the city to provide? When did these services begin and change life in the family and the community? Were these how were they financed? Did city services increase or decrease? changes taking place in other parts of Iowa and the nation? The The selection of the county seat location was often hotly dis- City Hall will have records of health ordinances. One source on puted. To be chosen county seat was considered a guarantee of local epidemics is the local cemetery. Many deaths within a prosperity for any town. For example, the presence of the court relatively short time may indicate an epidemic. house insured that people would come to town for legal busi- Religion ness, and they were likely to shop while there. If you live in the Most Iowa communities have several religious denominations. county seat find out how our town won this much sought-after What denominations are found in your town? Was there ever a position. What influence did it have on the growth of the town? religious group that was dominant in your locality? Perhaps Perhaps you lived in a community that lost How did this hap- your community is one that was founded by people seeking ref- pen? did it affect the growth of the community? uge from religious intolerance elsewhere or creating a religious National political party affiliation had little importance during experiment. Finally, ask what part religion has played in the his- the early settlement years of Iowa. Candidates were chosen on tory of the community. the basis of personal characteristics and local issues. But after When your local history project is completed, consider sharing the national election of 1840, voters increasingly identified with your experiences and information. A receptive audience awaits political parties and chose candidates on a party basis. Look for beyond the classroom, within your own school, school district, the earliest influence of Political parties in your community. Per- and community. Local historical societies, women's clubs, and haps a member of your community was active in state or na- service organizations are particularly interested in the activities tional politics. Did his or her political activity have a direct influ- of young people and will welcome a well-prepared program ence on the community? based on your final results and methodology. For your students, The Family such a presentation serves to underscore the importance and As a basic unit of the community, the family is one of the most worth of their work. important topics of study in town life. There are many areas of family life to pursue. Consider how marriages were arranged. Perhaps in very early days it was more a matter of mutual sup- Time Periods: An Overview of Iowa History port than romance. some marriages may have been arranged by parents. Look for changes in attitudes towards marriage and The overview provides the context of state and national history reasons for these changes. necessary to the interpretation of local history. It also divides Iowa history into time periods which may be used for abbrevi- Family size has varied over the years and census statistics may ated studies. The overview is not a comprehensive history of be used to document the fluctuations. The city or county may Iowa, but is intended to give the teacher a broad, general also have pertinent records. Look for reasons for variations. knowledge of events that influenced the community and lives Help students understand the impact population changes may of the inhabitants. have on housing, schooling, and other services provided by the community. I. Prehistory, Native Inhabitants 21 Iowa Local History Guide: A Teacher's Guide

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II. Early Land Ownership: Indian, Spanish, French, American Federal government devised a policy of removal and relocation of native inhabitants. By treaty, land was acquired from the In- III. Pioneer Settlement dians, and the tribes relocated to a place specified by the gov- IV. Pre Civil WarCivil War ernment. Once Indian removal was complete, the land was surveyed and sold. V. Post War Reorientation 1865-1896 The first major purchase of land in Iowa was a result of the VI. ReformProsperityWorld War 1:1897 -1918 Black Hawk War. As a consequence of Black Hawk's unsuccessful resistance to the appropriation of his tribe's Illinois lands, VII. Post WarDepression: 1919-1940 the Sauk and Fox were required to sell land west of the Missis- sippi River. This land was open for settlement June 1, 1833. A series of cessions followed involving by 1842 the eastern two- I. PrehistoryNative Inhabitants thirds of the state. In 1851, the final purchase of land that is Not everyone will be able to study prehistory. However, if your now part of Iowa was made. Most of Iowa's Indians were trans- community is located near an ancient site you may want to in- ported to Kansas. clude this period of time as part of your local history project. One group of Indians, however, returned to Iowa. The Scientists currently believe the early inhabitants who once lived Mesquakies, unhappy where they had been relocated in Kansas, in Iowa are descended from a race of people who came from drifted back, joined several small lingering bands, purchased Asia across the Bering Sea. Migration began about 30,000 land, and once again became residents of Iowa. The Mesquakie years ago. Early inhabitants who settled in what is today the Settlement that began in 1856 as an 80-acre tract of land along State of Iowa are divided into five cultural groups. Members of the Iowa River in Tama County today contains over 3,300 acres these ancient cultures used the land differently from the settlers of tribally-owned land. who arrived in the 1830s. Compare the way the early inhabitants used the land as they found it to that of the early settlers. III. Pioneer Settlement The settlement of Iowa was a climax to the nation's agricultural There are several sources for information about the known pre- expansion. Opened during the great westward migration, Iowa historic sites. Leland Sage's A History of Iowa discusses the pre- became the goal for many land hungry settlers. Population rose historic inhabitants and contains an excellent map locating from a few dozen people (mostly miners) in 1832 to 102,338 by sites. Western Iowa Prehistory by Duane Anderson locates and the time of statehood in 1846. In the following 14 years, popu- discusses ancient cultures in the western half of the state. An lation mushroomed to 674,913. Most of these people were in- excellent overview of the prehistoric period is available in the volved with agriculture. Educational Series published by the Office of the State Archae- ologist. Other secondary sources, including films, are listed in Settlement was controlled by the well-established procedures of Iowa and Some Iowans. the Land Ordinance of 1785 and the Northwest Ordinance of 1787, laws that provided for the transition from territorial sta- A note of caution: archaeologists are concerned today about tus to statehood The 1785 law determined how land should be the preservation of prehistoric sites. Under no circumstances purchased from the Indians, surveyed, divided, and sold. The should teachers or students undertake any sort of digging or re- 1787 law set down a pattern of government for territories and move any materials at such a site. Arrangements to visit areas a plan for eventual statehood. of interest should be made with the authorities in charge. A combination of factors contributed to Iowa's growth. Not II. Early Land Ownership: Indian, Spanish, French, only was the territory opened during a time of enormous na- American tional prosperity, but technical advances had made travel faster Owned by France, Spain, and again briefly by France, the land and easier. Ohio and Mississippi River steam boats already ran that is now Iowa came to the U.S. through the Louisiana Pur- on a regular schedule three years before Iowa was officially chase. When American settlers arrived at the Mississippi River, open for settlement. By 1840, there were 400 boats on the Mis- the Sauk Indians were living on the east side of the river. sissippi and its tributaries, their routes extending to the Iowa On the west, in what is now Iowa, resided the Fox, the name ports at Keokuk, Bloomington (Muscatine), Burlington, Daven- port, Lyons, and Dubuque. given to the Mesquakie tribe by early white explorers and used by the Federal government. The loways were located along the Improved roads and the new railroads led to increased overland Des Moines River, and the Sioux from Minnesota hunted in travel. By 1854, the first railroad reached the Mississippi River north and north central Iowa. at Rock Island, directly across from the city of Davenport. Im- As white settlers, ever eager for land, moved westward, the proved communication helped promote interest among both 20 Easterners and European emigrants. Newspapers, personal let- Most political interest during the first decade of settlement ters, and guidebooks all extolled the beauty, rich soil, and fu- was directed toward local matters. Selection of officials and ture promise of Iowa. representatives more often was based on the candidates' personal qualities or achievements than on party affiliation. The National migrations in the later 1840s also played a part in 1840 presidential campaign created enough interest in na- Iowa's settlement. In 1846, the first of many Mormon migra- tional issues to encourage partisan political alignment. From tions began across the state. In 1849, the California gold rush then on, Iowa politics were increasingly integrated with the brought yet another surge of people traveling westward national political scene. through the state. These migrations contributed a certain amount of population through fall-out default as well as pro- As pioneers moved across the land there reappeared a cycle of viding a market for Iowa's food as supplies for the migrants. settlement that had begun with the first colonists of America. Natural disasters in the East and Europe brought others to Iowans moved from the subsistence level, to commercial crop Iowa. In 1854, drought in the Ohio Valley and a widespread production, and to concentration on towns as marketing cen- cholera epidemic prompted people to seek a better and ters. Early settlers, by necessity, were self-sufficient. The family healthier place to live. units worked hard hunting, farming, and making their won tools and clothing. There was seldom anything left over to be Newcomers came by several routes. Some chose the waterway, sold. Within a few years, as transportation improved and pro- down the Ohio River to the Mississippi, then up the great river duction increased, settlers could send surplus products to mar- to the port cities of Keokuk, Burlington, Davenport, Muscatine, ket, and in turn could afford to buy some of the things they for- Lyons, and Dubuque. Overlanders followed the National Road merly made at home. at this point the agriculturist became a through Illinois or traveled south from the ports of the Great part of the national economy and found himself vulnerable to Lakes, Milwaukee, and Chicago. At the Mississippi, ferry boats the fluctuations of national or even international markets. did a brisk business transporting immigrants, their wagons, livestock, and belongings to the shores of Iowa. Linked to the growing commercialism of the farmer was the rise of the merchant and growth of small towns as marketing The early settlers chose land in the Iowa river valleys where centers. Merchants accepted farm produce in exchange for wood and water were plentiful. By 1850, most of this land was manufactured products purchased by farmers and conducted a occupied and settlement began to move away from the rivers. variety of enterprises related to their trade with farmers includ- Last to be settled were the lands in the northwest, isolated un- ing general store keeping, meat packing, small manufacturing, til the railroad reached the area. Newcomers were still arriving real estate, law, and banking. The growing towns attracted as late as the 1880s. skilled craftsmen, artisans, and professionals. The landscape The new arrivals brought more than their belongings and was dotted with small marketing centers located so that a trip hopes for a new start. They also brought their past experiences from farm to town and back could be accomplished in one day. and attitudes about law and government, politics, economics, As Iowa grew commercially, businesses needed banks and and society. With a few exceptions the civilization they wanted money for everyday transactions. In Iowa, there were no banks, to establish was based on old forms, modified by the demands and except for gold and silver coins the available money was of the new environment. of questionable value. Sound money was a national problem, When Iowa Territory was established in 1838 the appointed as well, since there was no uniform currency. More than 1,000 governor, Robert Lucas, selected Burlington as the first territo- banks had placed different paper notes in circulation, some rial capital as population continued to move west the capital sound, others questionable or worthless. was relocated in 1841 at Iowa City. The first formal attempt to This created a distrust of banks and bankers in Iowa. The first gain statehood came in 1844 when a Constitutional Conven- state constitution prohibited both banks and local issuance of tion was called. The effort failed, however, defeated by a dis- money. By 1857, it was evident that business in the state could pute with Congress over state boundaries. In 1846, a second not continue to develop and expand without a regulated bank Constitutional Convention was called. A few minor changes in with the authority to issue currency. the old 1844 Constitution were made and proposed boundaries defined. this time, congress accepted both Constitution during the early pioneer period, much social activity centered and boundaries, and on December 28, 1846, Iowa became the around the church. Often an interdenominational organization twenty-ninth state. served a whole community. As population increased, denomi- national churches appeared. some Eastern denominations sent The state continued to grow as rapidly as had the territory. By missionaries to help establish churches, concerned that with- 1855, population had moved so far into the western part of the out assistance the Iowa inhabitants might fail to found proper state that the capital again was moved, this time to Des religious institutions. By the 1840s most older settlements had Moines to keep state government near the center of popula- established permanent churches. Disputes over theology within tion. and between congregations were not uncommon. Generally, Early local government was organized at the county level. The there was much social pressure upon Iowans to take part in re- county seat was the locus of government and political activity. ligious organization. County courts decided boundary disputes, property damage Education was important to early Iowans, and they provided claims, and criminal cases (which generally concerned livestock for schools as best they could. sometimes, tuition was paid by stealing, assault, and gambling). Most importantly, the county parents who contracted with an itinerant teacher, or a teacher court system gave citizens access to a convenient source of jus- might move to a community to seek students. Most often tu- tice where it was not essential to hire a lawyer. 2 3 Iowa Local History Guide: A Teacher's Guide

continued

ition was paid in kind; cash was an exception. In 1858, com- tary stores. Aid Societies also assisted families that fell on hard mon schools free to the public were established. There were times while the breadwinner was away at war. also mechanics institutes for trades. The emphasis in these schools was on the practical. Moral instructions and preserva- A few Iowans influenced, perhaps, by the many Iowa immi- tion of democracy were considered primary education func- grants from the South-clung to their belief in states' rights and tions. openly opposed the war. For a time there were rumors and reports of secret societies dedicated to resisting the Union cause, IV. Pre Civil WarCivil War including the Knights of the Golden circle; however, recent re- In the years immediately before the Civil War, the boundaries search has produced no strong evidence of Knights' activity in of Iowa encompassed all phases of the settlement cycle. In the Iowa. When the Union began to gain the upper hand in the west, frontier families continued to settle on new land break- war, the voices of opposition gradually fell silent. ing the sod, planting and harvesting first crops, and establishing new homes. In the earlier settled eastern and southern ar- Throughout this period social life in communities remained eas new technology and mechanization slowly changed rural strongly centered in the church. There were, however, activities and town life. Agricultural production increased as farmers ac- of a secular nature to broaden the social scene. Fairs, circuses, quired improved plows and mechanical planting and harvest- and literary societies were popular. A growing sense of social ing equipment. As railroad lines extended inland from the Mis- responsibility found expression in state-supported institutions sissippi, the increased amount of produce from the interior was for the blind, deaf and dumb, mentally retarded, and mentally shipped to an expanding market in eastern states. ill. Institutions of higher learning, both public and private also were established. This sense of social concern and responsibil- Small local industries developed in cities and towns, among ity was heightened by the many problems created by the Civil them flour milling, glove making, founding, and even glass and War. pottery making establishments. Steam provided the power for many of these industries. By the end of the Civil War Iowa had emerged from a self-sufficient pioneer state into an agricultural and commercial mem- Growth of business and agriculture was aided by a rapid in- ber of the nation. Those who survived the calamities of the war crease in population. Between 1850 and 1860 the number of joined the increasingly technological post-war world. people in Iowa tripled from 192,214 to 674,913. Among the newcomers streaming into the state were Europeans from Ger- V. Post-War Reorientation 1865-1896 many, Ireland, Scandinavia, and the Netherlands, joined by Although many regional and cultural differences remained, the Yankees from New England, New York, and Pennsylvania. This Civil War experience had encouraged a sense of national unity new migration changed the character of Iowa's population. and identity. The nation was further united as the expanding People from New England, the Old Northwest, and Europe had railroad network linked one sea coast with the other. By 1870, different attitudes and customs from those of the earlier South- seven railroad lines crossed Iowa with branch lines extending ern oriented population. into almost every portion of the state.

This change was strongly evident as the nationwide issue of Between 1850 and 1860, Iowa's population tripled, and it con- slavery became more divisive. Some Iowans supported states' tinued to expand as people migrated to the remaining un- rights and believed slavery should be abolished. Other Iowans settled parts of the state. By 1890, the frontier had passed, not actively aided fugitive slaves, and private homes became stops only in Iowa, but in the nation as well. Population in towns on the Underground Railroad. and cities was on the increase and community success was measured in terms of growth and expansion. By 1854, Iowans had aligned politically in response to the slavery issue. Anti-slavery advocates were elected as State Gover- In the East, great industrial and marketing centers began to nor and United States Senator. When the war began, Iowa's develop. Although Iowa remained strongly agricultural, the commitment to the Union was clear. Thousands volunteered state joined in the nationwide industrial trend with the estab- immediately. Two-thirds of Iowa men of military age served, lishment of large agriculture-related industries. Natural re- some 78,000 in all. sources, including coal and gypsum, also were exploited. The industrial labor force grew, organized, and gained power. Those who stayed at home maintained farms and businesses. Strikes occurred as early as 1877 in the Iowa coal industry. By With many of the adult males absent, this work often was left 1890, approximately 15 percent of the population was em- to women and young boys. In some towns, volunteers orga- ployed in manufacturing or mining, while agriculture occupied nized to help improve the conditions in military camps and a little over 50 percent of the Iowa working force. hospitals. Government provisions were far from adequate, and Soldier's Aid Societies provided food and clothing, called sani- As farming developed into a strong commercial business during the war, the future seemed promising. High production 24 stimulated by new technologycontinued following the war, war years. The question arose concerning two group: the re- but consumption declined. Prices for agricultural products fell cently-freed blacks and women. some favored all civil rights for and remained low for the rest of the century causing extreme black people, others, in favor of emancipation, opposed equal financial difficulties for farmers. Lack of currency also was a citizenship rights and social equality. Black suffrage was ap- problem. Unable to pay gold for costs of the war, the United proved by constitutional amendment in 1868 when the word States government and issued unsecured paper money, called "white" was stricken from suffrage qualifications in the Iowa greenbacks, to pay wartime wages and purchase goods. When state constitution, but the qualifying word "male" remained. the war ended, greenbacks in circulation totaled Following this exclusion of females, and organized effort for $450,000,000. The government stopped issuing this currency woman suffrage began. Over the next 50 years the question and began to withdraw it from circulation, creating a money was presented at every session of the Iowa Legislature, with- shortage. Farmers, who seldom had much cash in hand, fa- out success. vored continued circulation of paper money and viewed currency withdrawal as another cause of economic problems. Iowans also focused on the problem of prohibition. Except for those who had emigrated from countries where alcoholic bev- Natural disasters added to already existing economic problems. erages were a part of the culture, the issue was a moral one. Beginning in 1867, and continuing annually for ten years, Before the war, prohibition was on a local basis, and laws var- swarms of locusts stripped the fields. On the heels of this loss ied widely throughout the state. Desiring uniformity, citizens came the chinch bug, a voracious air-borne insect that de- organized to completely halt the manufacture, sale, and use of voured everything in sight. Southern counties were devastated alcoholic beverages. In 1882, a state-wide prohibition amend- in 1877 and 1879. Yet agricultural prices remained low, and ment was ratified by the voters 155,436 to 125,677 only to be what little was left for market sold at an unprofitable price. declared void on a technicality. Nevertheless, voters had made Farmers who specialized in a single cash crop such as wheat their position clear, and similar prohibition laws wee passed in were particularly vulnerable to the onslaughts of insects. 1884. On the whole, the 1884 law was effective, and although liquor was sold in some places, liquor manufacture in the state Changes in farming techniques, including diversifications, rem- was practically abolished. edied the problem of insect attacks. Although most farmers were slow to accept "book farming" the increased use of sci- Most of the concerns of the time were eventually reflected in entific agricultural methods and the new inexpensive fencing political action. The issues of sound currency, railroad rates, material, barbed wire, gradually brought changes to the Iowa and moral and civil rights were all dealt with by legislative ac- farm scene. Cattle ranges in western Iowa were converted to tion either on the state or national basis. Throughout this pe- fenced pastures and fields. Farmers switched from wheat pro- riod, new political factions came and went: the Antimonopoly duction to corn that was fed to cattle or hogs in feed lots. In Party in 1873-1874 protested oppressive control by railroads some area dairy industries developed accompanied by cream- and other powerful corporations; the Greenbackers merged eries and cheese factories. The dissemination of new farming with organized labor in 1878 and succeeded in electing two techniques was aided by the Patrons of Husbandry. Congressmen from Iowa to join 12 other Greenback-Labor representatives in Washington; the Populist Party, formed in 1891, Organized in rural areas for social and educational purposes, advocated more paper money and government ownership of the men and women members of the Grange (as the local units railroads, telephone, and telegraph facilities. were called) met to exchange information and improve the rural standard of living. Although the smaller factions never developed into major political parties, they had considerable effect. The two major par- A post-war panic that began in 1873 threw the entire nation ties were forced to face current problems and create legislation into economic distress. In the cities, thousands were unem- to deal with those important concerns of the people. ployed. People in the agricultural areas, already in financial trouble, cast about for causes and solutions to their economic VI. Reform-Prosperity-World War I: 1897-1918 problems. The railroads were a major target for criticism. Ear- The period between 1897 and 1920 is often called the Golden lier, railroads had been considered essential to the success of a Age of Agriculture. Farmers enjoyed high production and good community, now they were blamed as a major contributor to prices for their products. Improved machinery, including the agrarian difficulties. Railroads had solved the problem of trans- gasoline-powered engine, helped agriculture become a profit- porting large quantities of bulk farm products over long dis- able business. Cash crops made possible the purchase of tances, and Iowans had expected an improvement in the household items that would have been manufactured at home economy. Reality, however, did not live up to expectations. The in less prosperous times. railroads were built for profit, not for good will. As smaller, locally-owned lines were absorbed by larger ones, local control With increased use of tractors and automobiles rural popula- was lost to eastern-based owners. Even through agricultural tion growth began to decline. Conversely, urban population in- prices fell, railroad rates remained high. After paying transpor- creased to fill the need for an industrial force in the cities. state tation costs, farmers had little or no profit. Moreover, where population growth lost momentum with the only decrease on competition might have kept rates down competing railroad record (close to one percent) between 1900 and 1905. Ethnic lines joined together to fix rates at a high level. Long haul and racial population balance changed also as the number of rates to Chicago were often lower per mile than short haul foreign immigrants slowed. Black population increased, espe- rates to instate destinations. Railroads virtually controlled the cially in river towns and coal mining areas of south-central economic fate of agriculture. Iowa. Problems accompanied industrial expansion. Few industries Suffrage rights commanded much attention during the post- 25 Iowa Local History Guide: A Teacher's Guide

continued demonstrated concern for the welfare of laborers, and more- trality, however, did not include non-support. The United States over, many corporations used financial power to the detriment sold both arms and food to the allied nations. With increased of the general public. After the turn of the century, desperately foreign sales, industrial and agricultural production remained needed reforms were achieved under the banner of the Pro- high and profitable as the United States moved toward the gressive political movement. Although some controls earlier time when neutrality would no longer be possible. The moment had been placed on railroads, several serious problems re- came in April of 1917 with Germany's decision to commence mained for the Progressives to solve, for example, the practice unrestricted submarine warfare in sea areas surrounding Great of issuing passes to legislators and other politically-influential Britain and France. persons. Railroad rates remained unreasonably high. Worse, farmers were never assured that rail cars would be available to The nation quickly set about gearing for war. The Selective Ser- transport produce at the appropriate time. Progressives spon- vice Act provided for a draft system to ensure an adequate sored legislation to reduce influence on legislators, regulate armed force. In all, 114,224 Iowans served in the military. Army both passenger and freight rates, and require railroads to pro- posts were established at Camp Dodge and Fort Des Moines. vide cars to transport farm products at the appropriate time. Fort Des Moines was the location of the only training camp for Other regulations were created to benefit both workers and black officers in the then segregated army. Eight months after consumers, to provide for workman's compensation, and to the declaration of war, Iowans were in France as part of the control working conditions, hours, and employer liability. American Expeditionary Force.

Pure food laws protected consumers. Political reforms placed On the home front there was much patriotic activity. Volunteers limits on corporate contributions to political candidates, and organized groups to make game boxes, conduct book drives, established primary elections for selection of United States knit socks, and raise funds in support of the men overseas. Senate candidates (previously chosen by political caucus). Conservation of fuel, energy, and food was promoted. Home Woman suffrage was strongly promoted, and although full suf- victory gardens were planted in yards and vacant lots. Loyalty frage was not realized, women were granted the vote in local and good citizenship were emphasized in the public schools. elections. To help finance the war, bonds were sold to citizens of the Public support for education grew stronger. In 1909, adminis- country through Liberty Loan drives. Financial goals were set trative reorganization upgraded the educational quality at the for every state. Embarrassed by a poor showing in the first three state institutions of higher learning. Reorganization at drive, Iowa organized on a county level in order to meet the the state Agricultural College brought about a new program of assigned goal for the succeeding Liberty Loan efforts. County research, instruction, demonstration, and eventually, an exten- Councils of National Defense were formed to assign individual sion service-a program that would directly serve the agricultur- allotments. Much pressure was placed on citizens to purchase ists of the state. bonds and to do their "fair share."

Through legislation, the state initiated many other projects for Iowa was among several states with a large percentage of citi- public benefit. Funds were allocated for a public park system zens of German birth or heritage, and many suffered because and road construction. The state assumed responsibility for of their Germanic ties. The slightest hint of German sympathy public health and safety through laws providing such services might bring accusations of treason. Neighbors were encour- as free community water analysis. In response to growing de- aged to report those whose loyalty was suspect. Worse, a sire for prohibition law reform, liquor laws were strengthened Governor's order excluded all languages except English from to outlaw statewide all manufacture, sale, or consumption of schools and public places, including churches and telephone alcoholic beverages. conversation.This placed a special burden on the nearly 180,000 foreign-born residents of Iowa. Following the Armi- During this period of change and improvement creative talents stice, anti-German sentiment began to recede. of Iowans were cultivated and recognized. In 1895, Charles Atherton Cumming established an academic art school in Des By the end of the war, Iowa had become an integral part of the Moines. Fifteen years later, he went to Iowa City to establish nation, with a special contribution to make to the success of the Department of Graphic and Plastic Art at the University of the country. Within the borders of the state new situations, cre- Iowa. Writers, drawing on their life experiences as Iowans, ated by the changing forces of industrialization, were met and wrote and published novels, short stories, and poetry with a solutions to problems found. There was great optimism about definite regional flavor. the post-war future.

Enjoying the security and success of the times Iowans, along VII. Post-War-Depression: 1919-1938 with most other Americans, were disinclined to become en- Life in the United States became increasingly standardized fol- tangled in the great European war that exploded in 1914. Neu- lowing the war. continued improvements in the technology of 26 transportation, communication, and industry created a society Despite the Depression, literature and art flourished in Iowa. that shared the same manufactured goods, experiences, and An art colony was founded at Stone City in 1932, and many goals. books were published by Iowa authors. Music enjoyed strong support in the public schools. Patriotism and nationalism, generated by the war, lingered on following the Armistice. Iowa legislators passed a number of The largest budget item of the 1920 legislature was for educa- laws intended to encourage loyalty and patriotism. Public and tion. The success of this emphasis on public education was re- private schools, for example, were required to teach American flected in a 99.54 percent literacy rate in 1925. Education citizenship. goals broadened to include vocational rehabilitation and physical education programs. In rural areas consolidated school dis- The post-war Ku Klux Klan, a group of zealous nativists, en- tricts began to replace one-room schools as good roads and joyed a brief period of influence in Iowa and the Midwest. transportation developed. Anti-Catholic, anti-foreign, anti-black, pro-native American and pro-Protestant, the Klan influenced school board and other lo- Against this background of patriotism, education success, and cal elections. Never strong in more than a few cities, Klan ac- cultural growth is set a story of agricultural depression such as tivity began to decline following anti-Klan demonstrations and the state and nation had never known. For most farmers, there losses at the polls in 1926. were no roaring twenties. During the war, agricultural production had expanded, and farmers had borrowed money to pur- Returning Iowa veterans became beneficiaries of patriotic sen- chase machinery and more land to meet the wartime demand timent, but some returned to find their old jobs filled by others. for agricultural products. High production continued after the Military pay had been low, and veterans believed they de- war as the government maintained wartime price supports for served assistance as they re-entered civilian life. In 1921, the agricultural products. When government supports were with- Iowa State Legislature voted a bonus to the Iowa men and drawn, however, prices for farm products collapsed. By 1921, women who had served in the military. Later, in 1924, the Fed- the price received for the corn produced on an acre of Iowa soil eral government also approved a bonus to veterans. was 20 percent below pre-war values and well below produc- Population in Iowa increased slightly in the 1920s and 1930s. tion costs. Of main importance was the continuing shift of population Wages for farm labor, the cost of farm implements, and freight within the state, from rural areas to towns and cities. Black rates rose. Worse, prices and wages in other parts of the population in cities also increased during the early 1920s after economy remained at high wartime levels. several coal mine closures. For a while, farmers hoped the set-back was temporary. Bank- Two federal constitutional amendments passed in the period ers were willing to loan money to see farmers through a time after the war signaled a return to national housekeeping. The considered to be a brief economic reversal. This practice re- eighteenth amendment, passed in 1919, extended prohibition sulted in some 400 bank failures in six years. Added to the to all of the states. (Iowa had already experienced four years of farmers' burden were continuing high land values, resulting in statewide prohibition.) In the following years, women were high property taxes. These were necessary to support the im- granted suffrage. Women's rights in Iowa were further in- proved roads and consolidated schools which increased mark- creased in 1926 when a bill passed allowing women to be edly in the early twenties. Loans negotiated during the prosper- elected to the General Assembly. another law forbade local ous war years fell due, and each year an increasing number of school boards to deny employment to women because of mar- farmers were forced to declare bankruptcy. riage. Meanwhile, in the rest of the nation, consumers increased their The war seemed a catalyst for further technological develop- purchases of manufactured goods. With agricultural prices low, ments. Airplanes, automobiles (and the roads on which they less of the family budget was spent on food and clothing and ran), telephones, radios, and motion pictures became necessi- more for items such as autos, radios, furniture, and services. ties instead of luxuries. Municipal airports became import symbols of growth in larger cities, and coast-to-coast air mail As agricultural conditions worsened, farmers sought assistance routes were set up on an experimental basis with stops in from the Federal government. already, many forms of indirect Iowa. By the end of the 1930s, Iowa's two airports had sched- aid were provided to both big business and organized labor uled plane service. On the ground, Iowans were rapidly desert- through tariffs, subsidies, and work laws. There was no, similar ing the horse. State officials devoted much time to plans for help for agricultural producers. Farmers believed they should grading and surfacing roads for automobile users. By 1930, have equal consideration when it came to government assis- 18,000 miles of highways had been surfaced, more than any tance. state west of the Mississippi except Texas and California. Iowa automobile registrations in that year totaled 784,450. Several organizations worked to improve the agricultural situation. For example, Grange activity revived, and two new orga- The telephone relieved isolation in rural areas, and by 1920, 86 nizations were formed, the Farmer's Union and the Iowa Farm percent of the rural homes had telephone service. In 1940, 40 Bureau Federation. As more state federations were formed, a percent of the state's rural homes enjoyed the benefits brought national organization, the American Farm Bureau Federation by electrical power. Radio programs became standard fare, was created with business-oriented goals. When agricultural bringing news and entertainment. By 1939, 11 commercial sta- prices fell in late 1920, the American Farm Bureau acted tions were operating in the state. Motion pictures, too, added a swiftly. Western and southern Senators formed a non-partisan new dimension to life as sources of entertainment and news. coalition to favor bills beneficial to agriculture and to help ag- 27 Iowa Local History Guide: A Teacher's Guide

continued riculture gain an equal place with other businesses in relation rate taxes were instituted to further shift the burden from to governmental aid. Between 1921 and 1923 this "farm bloc" property owners. The overall situation of the farmers did not realized some success, including federal regulation of packing immediately improve, in fact farm mortgage foreclosures in- house rates and government control over the grain exchanges. creased in 1933. Once again, the farmers Holiday Association acted, and all over the state bidders at foreclosure sales were A continuing effort was made throughout the twenties to gain intimidated. Worse, a judge was mobbed and beaten after he government aid to deal with the large agricultural surplus. had signed legal papers of foreclosure. Twice Congress passed a bill that included government purchase of the surplus, only to have the bill vetoed. In Iowa, a President Franklin Delano Roosevelt requested voluntary cessa- State Department of Agriculture was created to function as an tion of foreclosures. At the same time, he signed a farm bill de- inspector, regulator, and investigator, but this department did signed to limit production. This Agricultural Adjustment Act not help solve the major problem of the moment, disposal of (AAA) provided for a voluntary agreement between farmers the large farm product surplus at a price to cover the produc- and the Federal government to reduce corn acreage and num- tion costs. ber of pigs farrowed. Government cash payments were to be made at a rate per head on hog reduction and rental of land Late in 1929, the rest of the nation joined the farmers in the left unproductive. worst depression the nation had experienced. The nation turned to government for economic relief. Although the AAA plan helped farmers through a drastic economic period, the years of depression continued and were In Iowa, government responded to do what was possible on a filled with hardship and uncertainty. A scorching drought that state level. An income. tax was instituted to help shift the tax stretched on from 1934 through 1936 devastated both crops burden from farmers, still suffering from high property taxes. and livestock. Added to that calamity was a long and severe Despite well intentioned efforts, the farmer's economic situa- winter in 1936. tion remained desperate. In proportion to their relation to agriculture, Iowa businesses Many had been reduced to such poverty that it did not take and industries were affected by the agricultural depression. much to set off the smoldering frustration and anger built up Small town business people suffered from a decline of farmer over 11 years. When Federal inspectors began a general pro- buying power. Yet, food manufacturers, comprising about 37 gram to test cattle for tuberculosis, farmers were hostile, even percent of all manufacturing in Iowa, prospered during the pe- violent, over the enforced procedure. animals found to be dis- riod of high agricultural surplus and low prices. eased were destroyed, but compensation for animals killed was considered inadequate. Some farmers also believed that Except for periods of labor difficulties, the mining industries the test was inaccurate and that healthy cattle were some- also maintained solid economic footing. But following the times destroyed. Resistance was especially violent in Cedar crash in 1929, people in urban industrial areas suffered as did County where the National Guard was called in to control the agriculturists. Unemployment was high, and savings were de- situation. This incident, known as the " Cow War," led to the pleted to meet every day living expenses. Workers were forced founding of an organization of militant farmers, the Farmers to turn to welfare in order to prevent their families starving. Holiday Association, created in 1932 to coordinate militant Just as agricultural programs had been provided for economic protest. Holiday leader Milo Reno planned to promote an all- relief in rural areas, the government instituted programs to re- out farm strike that included withholding farm products from lieve economic disaster in urban areas. These "New Deal" pro- market, but coordination of the effort was not successful. Spo- grams provided something for everyone. The Public Work Act = radic picketing and milk dumping were the extent of such ac- (PWA) made available funds for and materials to build schools, tivities. roads, bridges, and to improve public buildings. Under supervi- sion of the Works Project Administration (WPA) jobs for people Finally, a massive, but quiet protest took place. In the election with a wide range of training and skills were created. More of 1932, the people in both Iowa and the nation asked a differ- than 30,000 Iowans took advantage of WPA work opportuni- ent political party to provide answers to the nation's economic ties. The Civilian Conservation Corps (CCC) for young unmar- problems. The newly-elected governor of Iowa reorganized ried men from ages 18 to 25 employed 7,500 Iowans in 1933, state government. Banks in financial trouble were closed and 9,000 in 1935, and 4,500 in 1939. Most earnings were sent temporarily taken over by the state to protect the interests of home for family support. The Corps developed soil conserva- all concerned. The federal government took similar action later tion projects and made improvements in 17 state parks. that same year and suspended operation of all banks. Government programs did not end the Depression, but the No bank reopened until authorized to do so. Other state efforts "New Deal" effort did eliminate much suffering. the beginning included another change in taxation. Sales, income, and corpo- of World War II in Europe created an enormous demand for ag- 28 ricultural and industrial products, and the years of economic struggle faded into the past. But the Depression experience left a legacy of change in the role of government and its responsibility to the economy and welfare of the nation.

The years following the Depression were full of rapid political, economic, social, demographic, and technological changes that altered and standardized the American way of life. Perhaps the best information concerning Iowa's recent past comes from those who have lived it. Many people of the last two generations have experienced and can relate the changing character of the community as Iowa adjusted to its new role in an increasingly homogeneous America.

List of Sources Betty Jo Buckingham and Mary Lou McGrew, eds. Iowa and Some Iowans, 1974.

Richard E. Gage. Iowa History: A Guide to Resource Material, 1972.

LeRoy G. Pratt. Discovering Historic Iowa, 1975

Hawkeye Heritage, topical index, Vol. 1-10. Iowa Genealogical Society.

Hawkeye Heritage subject Index. Vol. 1-11.

Jean C. Prior. A Regional Guide to Iowa Landforms.

A.T. Andreas. Illustrated Historical Atlas of the State of Iowa. 1970 reprint of 1875 edition.

Iowa: The Home for Immigrants, 1970 reprint of 1870 edition.

J.B. Newhall. A Glimpse of Iowa in 1846, reprint 1957.

The Palimpsest Index, Vol. 21-Vol. 57.

William J. Petersen, Pageant of the Press, 1962.

John Plumbe, Jr. Sketches of Iowa and Wisconsin, 1948 reprint of 1839 edition.

Richard H. Thomas. "From Porch to Patio," The Palimpsest, Vol. 56 (July / August 1975), 120-27.

David C. Mott. Abandoned Towns, Villages, and Post Offices of Iowa, reprint 1973.

R.P. Meyer, D.J. Smith, and J.M. Dean. Styles and Designs in Wisconsin Housing: A Guide to Styles, 1976.

29 Reflections of Yesterday

Processes for Investigating Local History

Intermediate and Middle School Level

Iowa Department of Public Instruction Des Moines, Iowa and Southern Prairie Area Education Agency 15 Ottumwa, Iowa

1985 I

Reflections of Yesterday

Reflections of the past step through the mirrors of yesterday into our todays and tomorrows. The way we were.. . the way we are.. . the way we will be.. .

Reflective thinking turns the patterns of yesterday into the realitiesof today and the hopes for tomorrow. Reflections of yesterday appear in the mirror of today and shine into the mists of tomorrow.

31 State of Iowa Department of Public Instruction Grimes State Office Building Des Moines, Iowa 50319-0146

State Board of Public Instruction

Lucas J. De Koster, President, Hull Dianne L.D. Paca, Vice President, Garner Wesley S. Chapman, Des Moines Jolly Ann Davidson, Clarinda Stephen C. Gerard, Sigourney Karen K. Goodenow, Wall Lake John Moats, Council Bluffs Mary E. Robinson, Cedar Rapids Vacant

Administration

Robert D. Benton. Commissioner and Executive OffTher of the State Board of Public Instruction David H. Bechtel, Administrative Assistant Fames E. Mitchell, Deputy Commissioner

Instruction and Professional Education Branch

Donald V. Cox, Associate Superintendent A. John Martin, Director, Instruction and Curriculum Division Paul Spur lock, Assistant Director Richard E. Gage, Consultant, Social Sciences

Publications Section

Lisa Bartusek, Information Specialist Carl Rejba, Graphic Artist Joyce Short, Compositor

32,

2500 copies printed at a total cost of $2590, unit price is $1.036. Southern Prairie Area Education Agency Ottumwa, Iowa 52501

Board Members

William Bender, District I. Keswick Richard Wilke, District 2, Oskaloosa Jill Moser. District 3, Fairfield Dave Harris. District 4, Ottumwa Janet Markham, District 5, Ottumwa Harold Mick. District 6, Albia Harry Miller. District 7, Chariton James Senior. District 8, Centerville Robert Toops, District 9, Milton

Administration

Donald G. Roseberry, Administrator Ray Wingate, Educational Services Director Sue Palmer, Consultant Cheryl Martsching, Assistant Shelley Callas, Word Processing

Acknowledgement

Dr. Lynn E. Nielsen of Price Laboratory School, University of Northern Iowa, developed the activities for this publication.

33 Table of Contents

Introduction 7

Goals 8

Historical Generalization I

Subtopic 1 -Objects, large and small, tell a story of the past in their purpose and placement 10 A. Woodwork Comparison 10 B. Transportation Trends 12 C. Architectural Styles 12

Subtopic 2 -The growth and decline of population in a place has an effect on the number, use and placement of objects 15 A. Community Changes 15 B. Development of Fire Service 16 C. Shopping Facilities Comparison 16

Subtopic 3 - An object's value depends on the viewpoint of the owner 17 A. Desk Drawer Discoveries 17 B. The Broken Vase 18 C. Community Development Simulation 18

Historical Generalization II

Subtopic 1 -People share memories for different reasons 19 A. Life Memory Line 19 B. Interview Experience 20 C. Interview Tally 20

Subtopic 2 -Each individual carries a different memory of a single event 22 A. Conflict Role Play 22 B. Interview Contrasts 23 C. Compare Viewpoints 23

Subtopic 3 -Collected memories provide valuable information for analyzing a previous time 24 A. A Century of Celebration 24 B. Community Quilt 25 C. Community Timeline 25

34: Historical Generalization III

Subtopic 1 -Published and private accounts of events are written for different purposes and therefore appear in many forms 27 A. Document Contrast 27 B. Letter Reading 33 C. Letter Writing 35

Subtopic 2 -Visuals provide information about life and values of people who lived in the past 36 A. Family Century Book 36 B. Family Map 38 C. Time Capsule 38

Subtopic 3 -Visuals can be created from historical accounts; written accounts can be created from visuals 44 A. Photograph Interpretation 44 B. Advertise Your County 46 C. Local School History 48

Appendix 50

35 Introduction

Why learn about local history?

A unit on local history is of great value because: It scales down the content and process of historical studies. A small segment of the world is easier to understand than the whole continental landform or a large political division. Local history can be interpreted through the use of objects and people close at hand. Local history is less abstract. Local history is more relevant to students' lives and frequently more interesting to students. Once the processes of historical analysis are understood, they can be applied to othercontent in the social sciences. What is the process used in these activities?

The activities offer a framework or structure for processing locally available historical information. The community provides the physical, oral, printed and visualcontent of local history information. Each available source of information (buildings. people. books, letters,maps. etc.) is an example of a form of media with a message. Students learning to view such objects with an inquiring attitude ask: Who was/ is it? How was: is it used? Who created it and why? Why is it here now? The historic message from each source of information must be analyzed and integratedto provide a whole picture of the community's history. A teacher may use the following considerations in choosing lessons from Reflections: Available resources. The quantity and quality of collected items and available experiences need to be considered. Product of unit study. Some product (such as a fair, a program.a report, a play. a display) may be the desired outcome, and this can be of real service to the community. The productcan be planned or may evolve as a result of one or a combination of several lessons that aid student analysis and interpretation of local historical information. Where and how is the content located?

Knowing how to locate resources is a valuable process for studentsto learn. It is not solely the responsibility of the teacher; itis a shared responsibility which raises students'awareness of the historical value in places, people and objects they have taken for granted. Lessons in Generalization I deal with places and buildings that exist in the community. During some of these lessons students can begin to search for and make contact with other sources of information. Students may obtain copies of old letters, diaries, newspapers, picturesanything in print from some community source. Quantity is not important. In fact, it is better to have photocopies of one page which can be handled than to see the whole from an untouchable, unreadable distance. Field trips to sources of information, and classroom visits by community memberscan be arranged cooperatively by students and teachers. Another useful item to collect is travel literature from other communities. These materialsare written to attract tourists, and are often more provocative and interestingto students. Their utility in a local history unit is as a model. Students learn the historic value of theirown community and learn to communicate about it in interesting, colorful language. Something to consider. The nature of the resource suggests which lessonto use. The process of locating, analyzing and interpreting that resource may result ingreater impact on learning than the content of the resource.

7 33 Goals

Knowledge

Students will learn that: Events of the past leave clues behind to helppeople understand the thoughts, ideas and decisions made in earlier years. Clues to past events appear in many formsbuildings,artifacts, orally shared memories and documents. Owners preserve objects, memories and documentsbecause they are unique or are linked to the past in a way that makes themsignificant to the individual or group. Some specific facts are significant in explaining thedevelopment of the community.

Skills

Students will increase their ability to: Extract pertinent information from a variety ofvisual, print and oral sources. Arrange information in patterns that aidanalysis, such as cause-effect, sequence and point-of- view. Reason deductively in the search for effects ofcommunity decisions on personal lives. Reason inductively in the search for effectsof personal decisions on community life. Attitudes

Students will experience activities that lead to: Empathy with opinions and feelings of individuals. Valuing buildings, objects, sites and oral memories becauseof their link to the interpretation of the past. A sense of continuity in life, since decisionsof the past affect activities of today and tomorrow.

8 Generalizations GENERALIZATION I

Buildings and artifacts are resources in explaining the history of a community. Subtopic 1

Objects, large and small, tell a story of the past in their purpose andplacement. Rationale

Buildings and artifacts are silent reminders of the plans andfulfilled dreams of previous time. The exploration of this subtopic helps studentsinterpret messages of form and function by investigating building design and placement. Studentslearn that decisions about architectural design and geographical locationdepend on the intended function of the building. Changes in traffic patterns and technology causechanges in building functions. Building design is adapted for new functions. The existenceof old buildings used in new ways is evidence of communitychange. Planned and unplanned settlement patterns show areas ofbusiness and residential use. Industrial areas and recreational areas are also parts of mostcommunities. At some point in their development communities usually pass zoning laws torestrict types of land use to specific areas. The level of connectivity between the local community anddistant places has a significant impact on the economy and social life of the community. Isolatedcommunities change less rapidly.

Level One: Procedure Woodwork Comparison 1. Distribute copies of the sheet, "Examples of Millworkfor1895." Have students make observations about the type of building materials Summary available in 1895. Contrast this with the kinds of Students will observe 19th century millwork materials that are typical today. styles and compare them with building styles today. 2. Discuss how these samples reflect the artistic and economicpossibilitiesoftheday.People Objective appreciated a lot of architecturaldetail.In Students will recognize that the handcrafted addition, workers were available to do more millwork of the 19th century reflects much skill and handwork than is affordable today. labor on the part of craftspersons. This type of work is 3. Have students go into the community and find uncommon today. examples of similar woodwork. Have them look at second story windows on storefronts, homesin Suggested Time older parts of town, and public buildings. One class period 4. Encourage studentstosketchexamples of windows, doors and other fancy millwork which Materials/Equipment they observe in the community. Encourage them Worksheets: Examples of Millwork for 1895 to bring drawings to class to share and compare with other students. Vocabulary millwork 39 10 II E 61:. =MB el=1M16

_ W-,11471WP4 MN. .11.1 ;-& MI1 M11 . m_111, H- V=;::: . .. 0 F.- 114.0misiiiiiiimpra--,--.Y Level Two: Level Three: Transportation Trends Victorian Architectural Styles

Summary Summary Students will observe community changes in Students will observe pictures of historic homes transportation for the last century and the visible across Iowa as an index to the economicdevelopment , marks left on the community. of the state.

Objective Objective Students will recognize the relationship between Students will recognize the relationship between thelocationof transportationdepots and the architectural development and economic prosperity. development of the community. Suggested Time Suggested Time Two class periods Two class periods Materials/Equipment Materials/Equipment Transparency: "Common Victorian Motifs" Drawing paper,markers,bulletinboard materials, map of the community. References' 1. Plymat, William, Jr., The Victorian Architecture Procedure of Iowa. Elephant's Eye Inc., Des Moines, Iowa, 1. Review the following facts about the development 1976. of Iowa transportation: 2. Shank, Wesley I., The Iowa Catalog, Historic a. Before1850,Iowanstraveledbyfoot, American Buildings Survey. University of Iowa steamboat, stagecoach or wagon. Press, Iowa City, Iowa, 1979. b. After 1850, the railroad had a profound effect 3. Wagner, William J., Sixty Sketches of Iowa's Past on Iowa's economic and socialdevelopment. and Present. Brown and Wagner, West Des It was efficient, reliable and economical for Moines, Iowa, 1967. transporting bothpassengers and commodities. Vocabulary c. The railroad developed veryrapidly during Victorian Era Italianate style the last half of the 19th century. In 1850 tracks (1838-1898) were beginning to be laid. By 1905the state mansard roof cupola was webbed with railroad lines. It wassaid that there was nowhere in the state where a person could be farther than eightmiles from Procedure a railroad depot. 1. Introduce the lesson by reviewing the general 2. Discuss the current placement of railroad lines settlement pattern of the state: through your community and how the placement a. Iowa opened for pioneer settlementin 1833. of tracks (most likely through the old downtown b. Settlement progressed in a general southeast area) reflects the importance of railroading to the to northwest direction. early development of the community. c. The river towns were settledfirst, e.g., the 3. Locate the local railroad depot (or its original largest Iowa towns in 1850 included Clinton, location). Find out what the building is being used Muscatine, Dubuque, Davenport, Keokuk, for today. Many are currently restaurants, storage Ft. Madison, etc. buildings, businesses, museums or even homes. A d. Pioneer settlement was an uneven few are still in operation. progression northwestwardly beginning in 4. Identify the railroad's counterparts today (bus, 1833 and closing around 1870. truck, airplane, auto). Contrast and discuss the 2. Review the architectural development of the 19th location of the bus depot, truck loading dock and century in Iowa. airport with the location of the railroad depot. a. The first settlers lived in cabins or sodhomes 5. Make a "Transportation Then and Now" bulletin considered temporary dwellings. board contrasting transportation today with that b. As an area progressed economically, more of 100 years ago. Using a community map for the commodious dwellings were established. 1880s and 1980s, show locations of transportation c. The Victorian Era (1838-1898)produced a depots drawn by students. unique style of architecture whose mark on 42 Iowa remains today.

12 d. Victorian architecture, accurately described by the adage, "Too much is not enough," is characterized in part by the mansard roof, the Italianate bracket, the cupola, much detailed gingerbread and a mishmash of other exterior embellishmentunifiedonly by their commitment to visual movement. 3. Ding thereference bookslistedand a transparency of the sheet "Common Victorian Motifs," show examples of Victorian architecture. 4. Lead students to hypothesize where the most embellished examples of Victorian architecture would be found in Iowa. Communities settled first (river towns particularly in southeastern Iowa) boast thefinestexamples of Victorian architecture, the obvious result of economic development. 5. Provide students with copies of the reference books. By observing the location of towns listed in these references, the students may test their hypothesis. 6. Based on the information gained concerning architectural development in Iowa, take students into the local community to observe evidence of Victorian architecture. Fit local observations into the general picture of 19th century architectural development in Iowa. 'Mansard Roof

Common Victorian Motifs

Italianate Bracket

14 GENERALIZATION I

Buildings and artifactsare resources in explaining the history ofa community.

Subtopic 2

The growth and decline of population in a place has an effect on the number, use and placement of objects. Rationale

Migration decisions of people have an effect on the growth and decline of a community. Most people decide to move to avoid a bad situation or to seek better conditions. What is "better" for some people may be "worse" for others; therefore, decisions to move are personal ones. A migrant's original culture and reason for moving contribute to the ability of the newcomer to retain, change and adjust ideas from those held in the former home. Buildings and artifacts are the concrete evidence of cultural ideas and economic opportunity. Although such things have great similarities, their individual, unique designs provide clues to the decisions made by the people who built the community.

Level One: Community Changes Procedure Summary 1. Introduce the lesson by showing a map of the Students will observe maps of the community and community for around1900.If no map is observe the changes that have taken place over the last available, rough out a map on the chalkboard or a century. transparency. Allow time for students to make observations and locate their homes or other local Objective sites. Studentswillrecognize thatphysical 2. Display a map of the present-day community. characteristics of the community change as the Discuss how the community has changed, i.e., population characteristics change. less-centralizedshoppingareas,expanded neighborhoods, multiple school buildings, etc. Suggested Time Discuss the reasons for these changes. One class period 3. Conclude the lesson by having students make up before and after statements about the community. Materials/Equipment Example: Before 1900, Twelfth Street was on the Current map of the community (check with local edge of town. Today, Twelfth Street is downtown. chamber of commerce). Map of the community for approximately 1900 (check with local or county historical society). Level Two: Level Three: Development of Fire Service Shopping Facilities Comparison

Summary Summary Students will analyze the development of fire Studentswillinvestigatetheshopping service in the community. noting changes that reflect opportunities in the community for the year 1900 and the development of the community. compare with present-day opportunities.

Objective Objective Students will recognize that public services and Students will recognize that as the community their visible characteristics reflect, the development of develops technologically and geographically, the types the community. and location of stores in the community change also.

Suggested Time Suggested Time Two class periods Two class periods

Materials/Equipment Procedure Map of the community 1. Begin the lesson by identifying the location or locations in the community where students and Procedure their parents shop. Identify specific types of 1.Discuss the importance of fire safety for the well- products andspecificstores.For example, being of the community. Present the history of fire groceries may be bought at one location, clothing safety in the community as a classroom project. at several locations, a bike elsewhere. 1. Have students propose ways in which the history Have students project what the shopping needs of fire safety could be investigated. (Check at the may have been in 1900. After students have had firestation.interviewretiredfirefighters. time to make suggestions, have them identify investigatethelocalhistoricalsocietyor questions totesttheirideas. The following ask at the local historical society or museum.) questions might be identified: 3.if possible. have students investigate the history of a. Where were shopping areas in 1900? the fire department through telephone interviews b. What kinds of stores were available then? or by personal visits. They should identify when c. What products were sold then? service first started. where the station was located. 3. Visit a rest home or have a senior citizen come to how it was staffed. and records of any spectacular class to answer questions about shopping in fires in the community. It would be particularly earlierdays.Ifthisisnotpossible.assign effectivetohavephotocopiesofspecial questions to various students. Suggest that they documents or photos related to the history of the call or personally contact senior citizens who department (the firstfire engine, the first fire would remember earlier days of the community. house. etc.). Instruct students on the proper protocol for this 4. When data has been gathered. have students task. compare the early community fire service with 4. When responses have been gathered, compare current service and facilities. Discuss why fire shopping needs and opportunities in 1900 with buildings have changed. why volunteers are no those of today. Encourage students to recoenize longer used in larger communities, and why in thatassociety develops technologically and some cases multiple stations are now used. Use a geographically, the community becomes much community map to illustrate these changes. more diverse.The geographicchangesare 5. Discuss these factors in relation to the changing reflections of these social changes. community. noting that as the population changes the services in the community will be affected.

16 GENERALIZATION I

Buildings and artifactsare resources in explaining the history ofa community.

Subtopic 3

An object's "value" dependson the viewpoint of the owner. Rationale

Buildings constructed in a different era remind people of thepast. That past may be preserved or rejected as people make individual and collective decisions about the buildings in their community. "Old" is a relative term which has little and varied meaning for thevery young. Modern American society tends to be youth-oriented, placing little regardon something or someone "old." However, "old" and "no good" are not synonymous. Old buildings and objects are valued because they are uniqueor represent a memory of the past. The memory may be of a previous time or of an importantperson or event from the past. Statues and cemeteries are good examples.

Level One: item. Tell the students that these items now belong Desk Drawer Discoveries to the person whose name appears beside the item. Discuss the difference of perspective when the Summary special meaning is disassociated from ownership. Students will identify personal property and For example, a ribbon won at a sports event compare its intrinsic value with its sentimental or would carry very little value except to the person personal value. whose name appears on the ribbon. 3. Apply this simulation to the community. Discuss Objective the special value held by an old, dilapidated house Students will distinguish between the intrinsic when the house has been in the owner's family for value of objects and the personal value of objects. 100 years and has been the only home the owner has known. Suggested Time The same couldapplytooldchurch One class period buildings, theaters, landmark trees, old bridges, etc. Discuss special items in the community which Procedure may fall into this pattern. 1. Introduce the lesson by asking students to list the items they keep in their desk drawer at home or some other special place where they keep personal items. Encourage them to identify items that might have a particularly personal value, such as school pictures of special friends, a bookmark given by a grandparent, or a ribbon won at a sports event. 2. After listing several items on the board, randomly write a name of a student in the class next to each 4( 17 Level Two: Level Three: The Broken Vase Community Development Simulation

Summary Summary Students will compare personal reactions to Students will debate a simulated situation where a objects based on the closeness of the objects to the proposed highway would require the demolition of an students' personal lives. older woman's personal property.

Objective Objective Students will distinguish between the intrinsic Students will recognize conflict of values when value of objects and the personal value of objects. personal property is sacrificed in the interests of the larger community. Suggested Time One class period Suggested Time One class period Materials/Equipment Antique picture of a person Procedure 1.Read the following story: Vocabulary The community of Cedar Bend is proposing a Antique new route for Highway 10 which runs through the downtown section of town. The proposed route Procedure would bypass the downtown and circle the city 1. Introduce the lesson by showing the antique limits. The proposed route for Highway 10 would picture. Ask students if they know who it is. Ask require that the state purchase 10 acres of Mrs. them if they would like copies of the picture to Brown's farmland along with her house. hang in their bedrooms. (In all likelihood their Eighty-one-year-old Mrs. Brown is against responses would be negative.) the sale of part of her farm and vehemently against 2.Have students pretend the picture is a family selling her home. The dilapidated structure, the member. Ask them how their attitude toward the only home Mrs. Brown has ever known, at one photograph wouldchange anddiscussthe time sat by itself in the country. Now, with the changes. growth of the community, her home sits on the 3. Read the following two situations and discuss the edge of the city. The house has become somewhat differences: of an eyesore with its peeling paint and overgrown shrubs. Story A The Department of Transportation has an You stop by a garage sale and notice there is alternate route planned which would require an antique vase for sale. You recognize that the taking part of a state park. vase is only marked 50 cents and you are sure your 2.After reading the story to the class, divide the mother bought one similar to it at an antique shop students into two groups, one representing Mrs. and paid £20. You buy the vase but on the way Brown's side and one representing the city. Allow home you drop it and the vase is broken. time for each group to prepare its arguments before debating the issue. Story B 3.Relate this hypothetical simulation to the local Your great-aunt Bess comes to visit and community, identifying specific properties or brings you an antique vase she had been given by objectsinthe community which might be your great-grandparents. Although the color and controversial in this context. shape of the vase is not what you would have chosen, you feel honored that she would think of giving you a family heirloom. You place the vase on the shelf over your bed. That evening you enter your room to find the vase has been knocked off the shelf by the cat and smashed into a thousand pieces.

4. After discussing the differences between the two situations,applytheseprinciplestothe community. Discuss how buildings or other objects in the community may be held in high 48 esteem by some community members and low esteem by others.

18 GENERALIZATION II

People's memories are resources in explaining the history of a community.

Subtopic 1

People share memories for different reasons.

Rationale

Orally shared memories of older members of the community represent a rich resource of information about the past. Students need to be aware of both the content and process in collection and analysis of oral history. A visit with an older person may be a disaster for that person and for students unless the students are adequately prepared. Our society is youth-oriented and frequently older folks and their memories are not respected. Students need to develop respect for the value of shared memories. People's memories are unconsiously selective in recalling past events, and people consciously edit their memories for the audience with whom those memories are shared. The purpose for sharing memories has a significant effect on the nature of information obtained by the listeners.

Level One: Procedure Life Memory Line 1. Introduce the lesson by having students reflect on their lives and identify particularly memorable Summary events. Categorize the events according to those Students will make a personal memory line for which are unique personal experiences (i.e., the their lives and share the important memories of their timeIbroke my arm) and those which are lives with other students. common experiences(i.e.,thefirstday of kindergarten). Objective 2. Distribute copies of the sheet, "My Personal Students will recognize which events in their lives Memory Line." Allow time for students to have been personally significant and that these identify and illustrate significant events in their memories are unique to each individual. lives. Eight spaces are provided on the worksheet for students toillustrate and describe their Materials/Equipment memories. Lines can be drawn from the spaces to Student copies: "My Personal Memory Line" the timeline to sequence the events. 3. Afterthetimelinesarecompleted,discuss students' responses focusing on the unique events which each one considered significant. Discuss the unique manner in which each person interprets history, and why certain events are significant to some individuals but not to others. Event: Event: My Personal Memory Line Event: Name Event

Event: 50 Event: Event: Event 51 Level Two: Level Three: Interview Experience Interview Tally

Summary Summary Studentswillinterviewa senior citizento Students will conduct a taped interview of an determine why older people like to share memories. older person and analyze the types of memories they chose to share. Objective Studentswillrecognizethatpeopleshare Objective memories for-different reasons. Studentswillrecognizethatpeopleshare memories for different reasons. Suggested Time Two class periods Suggested Time Two class periods Procedure 1. Introduce the lesson by posing the question, "Why Materials/ Equipment do people like to talk about events which have Tape recorders, blank tapes happened in the past?" List student responses on the board. In all likelihood, students will identify Procedure some of the following reasons: I. Introduce the lesson by having students reflect on - to share happy events why they like to share memories of their life, i.e.: - to relive the past - to relive the past - to share sad memories - to help others learn from their mistakes - to help people today learn from past errors - to avoid change to discredit present-day changes - to share accomplishments - to preserve the past. - to recruit sympathy 2.Suggest that students interview some older people - etc. in the community to find out why they like to talk Project their ideas into the context of senior about the past. With students' suggestions. put citizens. Would senior citizens probably share together an interview form highlighting the memories for the same or similar reasons? following questions: 2. Set up an interview for students to test their ideas. a. Do you like to talk about memories of your Start by listing several general questions that will life? Why? get the interviewee talking about his or her life. b. Are there happy memories you particularly For example: like to talk about? If so. what? a. When and where were you born? c. Are there sad memories you particularly like b. Describe your family as you were growing up. to talk about? c. Tell a little about your school experience. d. Which would you rather talk about? d. Describe the community in which you grew e. Do you think that students today could learn up, etc. from your experiences? If so, what? 3. After identifying questions and coaching students 3. Set up an interview with senior citizens. Allow on interview procedures, arrange for a taped time for students to ask questions and take notes interview session. on responses. 4. When you return to class, discuss the taped 4. After returning to class, summarize responses and responses according to the criteria identified in discuss the findings, focusing on the reasons Step1,tallying the types of memories senior people like to share memories. citizens enjoyed sharing.

52 21 GENERALIZATION II

People's memories are resources in explaining the history of a community.

Subtopic 2

Each individual carries a different memory of experiences. Rationale

Sharing memories is little more than storytelling time unless students learn how to deal with the content of memories shared by older members of their community. Each memory they collect will be different from other collected memories because each contributor is different. Individual perspectives on life, shaped by separate attitudes and experiences, cause people to unconsciously select their memories. People don't remember everything that happened during their lives; memories are selective, and shared memories are even more selective. Some memories in the students' collection of oral history may contrast with other memories; some memories may actually conflict with facts from other sources. Students can use the processes of historians in selecting the facts which they feel best tell the story of their community's development. The focus is not on the "right" answer, but on the variety of possible explanations of events that emerges from the contrasting and conflicting orally shared memories.

Level One: involved did not agree on what really happened. Conflict Role-Play Forexample,thepartiesinvolvedinan automobile accident may not agree on whether or Summary not the light had turned red. Students will role-play situations where two To personalize the concept even further, have partiesdisagree on what happened in a certain students share conflict situations in school where instance. the students disagreed, for instance, as to whether the kickball landed on the line or not, whether Objective Billy pushed Jimmy first or Jimmy pushed Billy Studentswillrecognizethatpeoplecarry first, etc. individual interpretations of their experiences. 3. Divide the class into small groups. Have each groupidentifyaconflictsituation.After Suggested Time providing preparation time, have each group One class period present their conflict role-play situation. 4. Follow-upbyrelatingtheseexperiencesto Procedure people's interpretation of history. Discuss this 1. Introduce the lesson by having students recall a particularly in the context of oral history. television show, a movie or a family incident in which an accident occurred and the parties 53

22 Level Two: Level Three: Interview Contrasts Compare Viewpoints

Summary Summary Students will interview two family members who Students will interview people from contrasting would recall the same event in their family's history. backgrounds concerning their memory of life during a specific period of time. Objective Students willrecognize that each individual Objective carries a different memory of experiences. Students will recognize that individuals carry different memories of the same experiences. Suggested Time Two class periods Suggested Time Three class periods Procedure 1. Introduce the lesson by asking the students if they Procedure have ever encountered a situation where they and 1.Identify a period of recent American history (the another person observed the same event but Great Depression. World War II, the 50s) from disagreedaboutwhathappened.Discuss which to collect the impressions of local citizens. incidences students think about. Select a period the students have studied so 2. Relate these experiences to our lifetime memories. students can put comments of local residents into Discuss how each person brings a different set of a state and national perspective. background experiences to each new event, and 2.Introduce the lesson by discussing the time period how individual interpretations of such events will and students' perceptions of the experience on the thus vary. local level. 3. Have students identify two family members who 3. Arrange ahead of time for a class visit to a would recall the same event (i.e., the time the retirement home to interview residents concerning garage caught fire). Have the students take the their memory of the particular period being two family members aside separately and ask investigated. Select residents with contrasting them to recall what they remember of the event. experiences. For instance, if the Great Depression 4. Discuss the resultsinclass, focusing on the is being studied, interview both an employed and variations between the stories and how each unemployed worker, interview a farmer and a city individualcarriesadifferent memory or worker, interview women and men, etc. interpretation of an event. Becertainstudentsarereadyforthe interview with prepared questions, and have practiced the procedural aspects of the interview. 4. After returning to the classroom, discuss students' notes on their interviews. Discuss the differences and similarities between the experience of each person interviewed. Highlight the concept that although each person was affected by similar circumstances, each person's individual memory of the experience was unique.

54 23 GENERALIZATION II

People's memories are resources in explaining the history of a community.

Sub-topic 3 Collected memories provide valuable. information for analyzing a previous time. Rationale

Arranging historic facts in various patterns aids in the analysis and interpretation of thosefacts.Students can group factsin chronological sequence,incause-effect relationships, and in a variety of patterns that reflect viewpoints on given issues. Oral history can supply raw data for one or more of these arrangements of facts. Furthermore, oral history reveals a rich supply of attitudes, providing students with opportunities to hypothesize and evaluate in creative exploration of local history. Note: The following three activities focus on the history of the community through the eyes of its residents. Arranged in order of difficulty, the activities focus on a specific aspect of local history and require firsthand visits with local residents.

Level One: A Century of Celebration July. Some students may suggest annual family reunions, picnics, fireworks, vacations, parades, Summary etc. Students will investigate how residents of the 3. Present the celebration of the Fourth of July as a community celebrated a particular holiday during the problem in community history. Have students last century. suggest possible ways to find out how the holiday was celebrated in the community during the last Objective century. They will most likely identify people's Students will recognize that individual memories memories as the most readily available source of can be collected to form a larger picture of the community information. community. 4. Identify nine people (ages 95, 85, 75...15) that studentscouldinterview concerning their Suggested Time childhood memories of Fourth of July Three class periods celebrations. Hopefully these people can supply not only personal, anecdotal information about Materials/Equipment the holiday, but also facts about community-wide Drawing and writing paper, markers, crayons celebrations (parades, band concerts, speakers, ice cream socials, etc.). Procedure 5. After interviewing each person, have students 1. Before the lesson, select a particular holiday or write summaries and draw pictures to tell the story community. festival to provide the focus for this of a century of celebration in the community. lesson. Any significant holiday or celebration that Have students share their findings with the class in has been observed for the last century could be chronologicalorder.Discuss changes inthe selected. For the purpose of disCussion, the celebration and how these changes reflect changes Fourth of July will be used when describing this in the community. These drawings and summaries lesson. could be bordered in red and blue paper and 1.Introduce thelesson by asking students to displayed for the school under the caption, "A describe how their family celebrates the Fourth of Century of Celebration." 24 55 Level Two: Community Quilt Note: Authentic quilting materials and processes are not suggested because of the time required and activity emphasizes the concept of Summary becausethis Students will create a community quilt based on diversity within unity rather than the actual craft of the stories of local residents. quilting.

Objective Students will recognize that individual memories Level Three: can be collected to form a larger picture of the Community Timeline community. Summary Suggested Time Students will create a timeline of the community Three class periods after researching sources in the community.

Materials/ Equipment Objective Assortedreferencebooksillustratingquilt Students will recognize that multiple sources may patterns, 12" x 12" squares of construcion paper (a be used to gain a better picture of a community's light color), markers and crayons. . history.

Procedure Suggested Time 1. Introduce the lesson by showing students pictures Four class periods of quilt patterns. Ask students to identify what the patterns have in common e.g., although each Materials/ Equipment squareisunique in some way, together the Onerollof butcher paper for community separate squares can form a larger design or timeline. pattern. 2.Introduce the idea of making a community quilt Procedure illustratingthecollective memories of local I. Introduce the lesson by having students think citizens. Have each student in the class think of about a general timeline of United States history. one person they know who has lived in the Have them identify the major periods which communityfor many yearsandcouldbe would typically be found on a timeline of U.S. interviewed sometime during off-school hours. history.Includedshouldbeexploration. This person could be a neighbor. a relative or even colonization, the Revolutionary War, westward soineone employed by the school. expansion, the Civil War, reconstruction. World 3. After each student has identified a person to talk War I. The Depression, World War II, post-war to, discuss with the students how to take an oral era, Vietnam era. etc. Draw the timeline on the interview and specifically what information they board. are looking for. Students should explain to each 2. Introducetheideaofatimelineforthe person interviewedthatthey are making a community. Have students identify possible ideas community quilt at school and they are looking for a community timeline. Included might be the for stories or memories of the community which date of first settlement; birth dates of locally born thepersonfeelsshouldberecordedor national figures; major disasters such as fires, remembered. floodsor tornadoes; the beginning of local 4. After each student has interviewed one person and industries; the advent of electricity, telephones, or writtena summary of the person's selected naturalgas;major crimes,etc.Discuss the community memory. have students illustrate the difference between the two timelines contrasting story on the 12" x 12" quilt squares. Students may political,nationalhistorywithsocial,local wish to use both a drawing and a written summary history. on their square. 3. Have students suggest people they could go to 5. When students have completed their squares, when making a community timeline, i.e., have each student share their quilt square. The - local historical society members squares should then be assembled by gluing them - local residents of rest homes to a larger paper or stapling them to a bulletin - librarians board.Students may havesuggestionsfor - members of local clubs or churches assembling the quilt based on the content or - family members vintage of the story. - etc. 4. After identifying the kind of information being sought, divide students into task groups to contact

ac; various people in the community. Telephone interviews, classroom guests and field trip visits could all be used to gain information about the community. 5. After students have had sufficient time to collect data and information, have each task group share their findings with the class.Specific events should be marked on a timeline made from a roll of butcher paper. Summaries of events told in the words of localresidents interviewed by the students could also be attached to the timeline. For instance, the fire of 1909 which burned out most of the downtown area would be much more exciting to students if an eyewitness description was included on the timeline. Also, include illustrations or photographs where appropriate. 6. If possible, present your timeline to the local historical society as a culmination of the activity.

26 GENERALIZATION III

Documents are resources in explaining the history of a community. Subtopic 1 Published and private accounts of events are written for different purposes and therefore appear in many forms.

Rationale

Words appearing on paper express thoughts of individuals and/ or groups of people. Thoughts on paper reveal events, ideas, fears and trends of the period in which they were written. Written words must be analyzed in terms of their originally intended purpose and audience. Words in private diaries provide different messages about the times than those published in newspapers. Advertisements tell a story about the technology and values of a 'period from a different viewpoint. Whether or pot writing of another period is available locally, students can analyze the differences between types of current writing and reflect on the messages they reveal about the community. Current community writing contributes to the history of that community for future generations. The preservation of written material in any time period depends on the value placed on it as a record of life in that time and place.

Level One: Procedure Document Contrast 1. Introduce the lesson by projecting each document on the overhead and asking students to observe what the documents have in common. Don't Summary discuss the documents as they are projected. Give Studentswillview documents from Iowa's students time to make observations. pioneer period and make observations about life in 2. After each has been observed, discuss students' 19th-century Iowa. observations. The obvious conclusion should be that the documents were written in another time. Objective Ask students how they know they were written at Students will recognize that documents are a another time (some dates appear, descriptions reflection of the time in which they were produced, and don't fit with our experience today, etc.). provide valuable information about that time. 3. Brieflyprojectanddiscusseach document focusing on what can be learned about another Suggested Time time by making observations of documents from One class period that time. 4. Conclude the lesson by relating this experience to Materials/Equipment the method of thehistorian doing original Transparencies of the attached document packet research.

58 27 Council Bluffs, Sioux Trading House Upper Missouri, Feb. 15th, 1841

Friend Able.

You will excuse me for not writing you sooner, for it was not a want of friendship to you, but many other things. I wished to learn something more of the country & Trade, of the Situation of different Nations of Indians, &c. The country that I traveled thru, up the Missouri River above the State of Missouri, is not so good. It is one extensive prairie from the state line to the Rock Mountains, interspersed with groves and strips of Timber and generally scrubby. The prairies however are very rich and dry. On the small river, and on the Missouri bottoms, the timber is better, but it is principally cotton wood. The Council Bluff country (where I am situated) is a perfect prairie country. You may go on to the Bluffs, and look as far as the eye can reach, and will see nothing but the sky, not even a single bush. You may possibly see a stray Elk or a Deer, or an Indian hunter, going or returning from his hunt over the hills. I have built our store on the bottoms of the Missouri (within five rods of the water) on account of Timber and water. The Traders are all here, there are three other establishments here at present. They are all French and compose nearly all the white inhabitants here except some half breeds. I am on the East side of the River in the Pottowatomie town. There is a small Town on the opposite side of the River called Belleview, there are two Trading houses and a missionary establishment, the rest of the inhabitants are Indians. The Otoes, Mahaws. Missouris & loways own the other side of the River from us. for about two hundred miles up and down. The Winnebagoes are expected to come here in the spring, and will settle on the west side of M. R. about 20 miles below us. They draw large annuities, about S150,000 I have been told. The Pottowatomies draw between 60 and 570,000. It is a great place for Trade here and no mistake. The Sioux are above us. We send goods among all of the nations. We shall not be able to do much this year, for we were strangers in the country. I have a Frenchman with me as assistant, but we send goods in commissions by the half breeds among the Indians, we have plenty of Indians around us, I assure you. As to Trade, friend Able. I can say more about it in. the course of a year, should I live, than I can at present, but I have no doubt at all but you can do well in this country. The fur Trade will be good here for a great many years, and the annuities of the Indians are large. Though I think the Pottowatomies will trade their country off, and remove to Kansas river, below us. They have five millions of acres here in a new body. There were commissioners here this fall and tried to make a Treaty, but did not succeed, they intend coming back in the spring.

Drop me a newspaper occasionally if you have some to spare. I shall be able to get them from the post office some times.

You will receive my best wishes, and the humble compliments of a true friend,

D. W. Howard

28 Model School Program

Recently the Webster County Schools adopted a daily schedule. It is repeated here as a guide for school directors and teachers thoughout Iowa.

9:00 a.m. Open Exercises Pledge of Allegiance, Lord's Prayer, Patriotic poems and axioms

9:15 a.m. Roll

9:20 a.m. Reading

9:40 a.m. Mental arithmetic

10:10 a.m.Geography and mapping

10:35 a.m. Recess

10:50 a.m. Written arithmetic

11:15 a.m. History and our Constitution

11:45 a.m. Meal break and recess

1:30 p.m. Reading

2:00 p.m. Physical geography

2:30 p.m.Grammar

3:15 p.m. Black board exercise

3:30 p.m. Recess for day

Taken from: "1870 Iowa State Almanac," Explorations in Iowa History Project, UNI.

29 DIARY OF A YOUNG GIRL Grundy Center to Correctionville, 1862 November, 1862

Saturday, 1st Mother, Sarah Ann and I sewed; father got home from Watterloo; Edwin geathered corn.

Sunday, 2nd Father, mother, Sarah Ann and the children, Edwin and I here at home. Snowed a little last night. Not but a little wind, very pleasant.

Monday, 3rd Father went to Albion. Mother, Sarah Ann and I coocked (cooked), etc. Mr. Gould, Mrs. Wm, and Mrs. Charles Gould, were here this evening. Edwin geathered corn and set out four or five apple trees.

Tuesday, 4th Stephen Southwick, Sarah Ann, Dorcas (the baby) Emma, Mary and I started at half past two o'clock to go to Sarah Ann's home in Correctionville, Woodberry Co. (Iowa). Stephen is going to his team to cary us out there and then he is going to come back. We went as far as Uncle Charles where we stayed all night. Fair weather.

Wednesday, 5th After we went from Uncle Charles, we travled (traveled) three (3) miles, passing two houses, then crossed a twelve mile prairie where we came to a Norwegion (Norwegian) settlement; three miles from there we came to Stora City (Story City); then crossed an eight mile prairie, passed two houses, crossed Squaw Creek. On top of the hill was a white school house; there we turned off from the mane road a quarter of a mile, where Mr. Roberts lived. We stayed all night; they furnished us one bead (bed) and did not charge us anything. Cold and windy.

Friday, 7th We crossed a twenty-three mile prairie, where we came to Jeferson City (Jefferson City); three miles from there we stayed all night with Mr.-- (name not given); they charged us twenty-two cents for a bead (bed), staying all night and hay for the horses. Not but little windpleasant.

Saturday, 8th About a mile from Mr. -- we crossed a creek, then crossed a thirty-two mile prairie, where we came to five houses which was called Lake City; went three miles west from there, past a school house, then crossed camp creek where we stayed all night. Our bill was twenty cents. Warm and pleasant.

Sunday, 9th We are still on our journey... From camp creek we crossed an eight mile prairie, and then there was houses every three or four miles for twelve miles; where we came to Sack City (Sac City) about two o'clock; then came about eight miles without seeing any houses, where we came to a slough that was bad to cross and seeing it was in time to stop, we stayed there all night. Warm and Pleasant.

Monday, 10th We crossed the slough and found that it was not as bad to cross as was expected, then crossed twenty-two miles of prairie where we came to Ida grove got there about two o'clock then crossed a twenty mile prairie where we came to Correctionville (got there about eleven o'clock) which was our journey's end. We saw five elk about dusk. Not but little wind. Very pleasant.

Tuesday, I 1 th Sarah Ann and I picked up things about the house, etc. Morris was drawing wood. Stephen and Cyrus Webb (Morrises hiered (hired) man) went to hunt elk, but they did not see any. Windy and cold.

Taken from: "Diary of a Young Girl," Explorations in Iowa History Project, Price Laboratory, School, UNI. 61 30 Dom. HAM'S ASTHMA CURE! A STANDARD AND VALUABLE REMEDY. Relieves the paroxysms quickly.Effects permanent benefit in every case, and ultimatelya perfect and a lasting cure. 1- READ TELE FOLLOWING DECLAMATION*. REV. I.. KENYON, Member of the Wyoming Annual Conferenci of the Methodist Episcopal Church, Hubbard, Iowa, writes, April, 1881.

I am now fifty years of T. Had the asthma since I was six months old, appearing immediately after the m..- During a large part of the time 1 bad It very bad, at times so severe aa to oblige me to keep my chair both day and night for two or three weeks at a time. Fifty years of experimentation had extinguished all hopes of a cure this ride of the better world. If Dr. Hair's Treatise on Asthma bad been put into my hands I presume I should not have read it any more than hundreds of other publications on the subject. Last September Rev. B. Weed Graham placed in my handsletter from his daughter. Mrs. Roma. of Sea Cliff', New York, in which the informed her father that shewasabout ready to start for Colorado, to seek relief from asthma, but just before starting, obtained Dr. Hair's Asthma Cure, and after using two bottles considered herself entirely cured, and had given up her journer West. Two weeks after, while In Fort Dodge.gentleman bearing my labored breathing. said. "I want you to see my wife." She had just been cured by the use of the same remedy. Here was very bad case. cinch evidence was quite convincing. Being urged to try one bottle, I concluded to do so, and began treatment about November 10,18w). Contrary to all expectations. In about three weeks all doubts and suspicions had to give way to the stern fact that the disease was actually giving way to the medicine. I have had five months of wondrous relief, during which time not one night's sleep has been interrupted. although I was out of medicine for nearly six weeks. I have gained eight pounds. and continue to grow fleshy, and my health has greatly improved. You can tuatthis statementof my ease as In your Judgment will be of service to the afflicted. Mr. Wm. C. Bowyer, Rant Saginaw, Mich, writes April 27. 1885: " Six years ago I was badly afflicted with spasmodic Asthma. I bad not performed the least work in four years. I used six bottles of Dr. Hair's Asthma Cure, which wrought a perfect cure," John Rowland, New York Feed Store, Blake Street. Indianapolis. Ind., writes May 1st. 1885: " A short time since my attention was called to Dr. Hair's Asthma Cure. After the nee of one bottle I had no more coughing wheezing or gauping for breath.I took It in its purity, sink or swim. I could not live much longer in the state I was in.

Joel A. Green, Marietta. Ga.. writes June 11885:I commenced the use of your Asthma Cure In January 1881. My Asthma trouble was of twenty years duration. and of such a severe character that my system had become collapved, my vitality almost exhausted, my hopes of relief gone. Physicians of the best schools and claws concurred In the opinion that my case was incurable.I commenced the cure when all other hopes had fled and nature was struggling for dear life.Marvelous as it may seem I never had a severe =yam since I began its use.I firmly believe It will cure any case of Asthma where Is vitality sufficient to build upon. English and German pamphlets mailed free by Dr. B. W. Hair & Son, ancinatti, Ohio. Asthma Cure for sale by

HITZFORD, BRADSHAIV & THOTIA, FAIRFIELD, IOWA.

Taken from: "1870 Iowa State Almanac," Explorations in Iowa History Project, UNI.

31 62 BEST COPY AVAILABLE SENT BY EXPRESS mrvirwsw33:EIREL WA R S PERFECT FITTING

SHIRTS. 0-3 Retailed at Wholesale Prices, Made to Measure at $18 per dos. 0 OR SIX FOR NUM DOLLAILlig Without Collars on, with dollars on par doe. =Ma. z BADS OP NICW-TOILL SKILLS XIIIIIXN, With fine Linen Bosoms, and warranted as good a Shirt as mold in the reten Mores at $2,80 each. ALSO, THZ TZBY BUT SMITS THAT OAX BS C ILADI AT 33 LOB. P. S. dos who think I cannot make a good Shirt for z $18 per dogma are zoiMaken.Here's the oast of one doom US fine shirts. 80 yards of New-Tort UMW nomiln at 14Mo. per yd. $4 U T yards of fine Linen, at IA*. per yard, DO Slaking and cutting, c oe Mb Laundry, $1; buttons and cotton, 80c. 166 Profit I CS Total $18 00 O Self Measurement for Shirts. Printed directions sent free everywhere, and as may Tj to understand, that any owe can take their own ineamre for shirts.I warrant a good At.The cash to be paid to w the Lawns Company on ressipt of goods. The txpreee charges on tee damn Shirts from New- York to New Orieene le $1. P. S. PARTIES IISIMICI WHITS IN HASTE, not having time to mad for Mies of limieurement, should mind per mall, prepaid, one of the bad fitting shirts they have got, stating any alterabone that may be required. S. W. H. WARD, from London, 387 Broadway, up stairs 'Between Mau Walker Streets, NIM-TOILL

Taken from: "1870 Iowa State Almanac," Explorations in Iowa History Project, UNI.

32 Level Two: Letter Reading

Summary Students will read a pioneer letter describing a 2. Project a transparency of the pioneer letter prairie fire and write a newspaper article about the describing the prairie fire. Read and discuss the same event. letter. Identify both the content and the style of writing as sources for learning about pioneer farm Objective life. Students will recognize that written accounts 3. Note that the description of the fire was told from have different purposes and thus appear in different one person's perspective. Discuss how the event forms. may have been described in a Jones County, Iowa newspaper of the day. Suggested Time 4. After providing time for students to compose a One class period newspaper article on this event, have students share their articles focusing discussion on the Materials/Equipment contrast between the organization and content of Transparencies of the letter of John Kenyon. a newspaper article and that of a letter.

Procedure I. Introduce the lesson by discussing the ever- present fear of prairiefires for Iowa's early settlers: a. Fires could be started by lightening. b. They moved quickly and a person on horseback probably couldn't outrun one. c.If a fire came, settlers would often start backfires so that when the main fire reached them, the area would already be burned and the big fire would go around their land.

64 33 The Letter of John Kenyon

1859

Monday eve Oct 23d.. .and nowfor the prarie fire we had week ago yesterday. I went to window and looked out and it was about 1 -1 / 2 miles of(f). I could (see) nothing but smoke and it looked awful dark. I grabed the hoe and scythe and started for our south road about 20 rods from the house. when I got there the fire had just reached the road. it came in the shape of a V and the flames roled higher (than) the waves on the ocean. it looked awful to me. I was-so frightened that I shook like a dog...it had crossed th road. I run for life and put it out and followed it up the road ten rods or so until it was past our land. I hurried back but it had crossed the road in another place and was within ten feet of the fence. Father Ellis and Mother and Ann was fighting of it like mad (as the english say) with foot mats rag rugs old pieces of carpet coats and petticoats &c. we fought it to the corn field then it had to side burn about 20 rods then it had a clean sweep for the hay, stables and house chicken coops hog sties all made of hay and poles but the house. Father and me stayed and fought it and the women folks cut it for the stacks and raked up all the old stalks they could. Mary she come just as the fire was comeing round the fields. she grabbed bed close of(f) the bed carpeting any thing she could lay her hands on. . .had all wet ready for action. on came the fire and how they kept it of(f) the stock the Lord only knows. I was (so) frightened that I dare not look that way. if it had not (been) for the female department everything would burn. they fought like heroes. Beaches and Joneses folks had almost as narrow escape as we but not quite so long. they had it about an hour and we 4 or 5 hours. they said they fought so hard they would come out of the fire and smoke and throw them selfs on the ground. they thought they was going up. I did not fight hard as that but I fought hard enougf to burn of(f) my whiskers and hair so I had to

have them cut. I looked rather red around the jaw... Mr Campbell one of our nearest neighbors south of us killed a bear last week in his corn field. he rode up to him (on) horse back (and) fired one barrel. his horse throwed him of(f). the bear closed in with him. he beat him with his gun untill he broke the breech of(f). then he used the barrel untill he killed him. the bear hurt him some on the arm and leg so he had to have a Doct. the bear weighted 200 lbs and he sold him to Esq Gillman at Notingham for the sum of twenty dolls. I would not mind being scratched a little for that amount. there was a bear seen on hickery grove a few weeks ago. . .The Almoral folks have seen signs of one up their. he carried of(f) Mr Harsons beehive...

Taken from: "Iowa Farm Letters," Explorations in Iowa History Project, UNI.

65 Level Three: Letter Writing

Summary Students will read and discuss a local newspaper article and write mock letters in response to the article.

Objective Students will recognize the difference between public and-private accounts of events and their places in reflecting historical events.

Materials/Equipment A transparency of an article taken from a local newspaper.

Procedure 1. Introduce the lesson by projecting a transparency of an article from a current local newspaper. The article should contain a human interest element and center on a controversial event. (i.e., the changeofahighwayroutethroughthe community, raising taxes, firing the mayor, etc.) Read the article, relating the subject matter to current events and conditions. 2. Discuss the article from the viewpoint of the persons involved. Encourage the students to view. the event from a different vantage point than is presented in the newspaper article. 3. Have students write mock letters to the editor or personal letters between parties mentioned in the article. 4. When this is completed, have students share their letters. Discuss the contrast between public and private documents and their roles in retelling history. GENERALIZATION III

Documents are resources in explaining the history of a community. Subtopic 2 Visuals provide information about life and values of people who lived in the past

Rationale

Visuals provide a picture of the period in which they were created. As with written material, it is important to analyze their original purpose and audience in order to fully comprehend their message. Visuals are created to provide serious and humorous statements for private, commercial and documentary purposes. Photos and paintings generally reflect realistic impressions of the visible aspects of a community's life, whereas cartoons symbolically depict an attitude about an event or situation. Yellow page visuals explain the services available in a community. Size equals money. Large photos. paintings, advertisements and cartoons cost more to produce than smaller versions. The investment in larger visual messages makes a statement about the individual and / or group values of the period.

Level One: Family Century Book of family members, where they live, ages of brothers or sisters, etc. Summary 2. Have them describe their family of five years ago. Students will create a personal family century Continue this pattern using 10, 25, 50 and 100 book that visually describes their family for the last years. Continue until students are unable to century. adequatelydescribetheirfamilywiththe information they have. Objective 3. Propose a family century book as a class project. Students will recognize that visuals are a rich Each student will research his or her family's resource in retelling the past. history for the last century and visually describe the family for five, 10, 25, 50 and 100 years ago. Suggested Time Encourage students to involve their parents in the Three class periods search. Students should be supplied with at least five copies of the century book pages which will be Materials/Equipment used to display photocopies of family pictures and Five copies per student of century book pages. documents, original drawings, pictures of family materials for making an album cover. homes, postcards, etc. 4. When students complete their family century Procedure book and finish a cover, have a family open house I. Introduce thelesson by asking students to and invite parents and grandparents to visit the describe their family today in terms of the number school and view the students' albums. My Family Years Ago. Century Book

63 69 Letter of Ephraim G. Fairchild

Preface Ephraim G. Fairchild moved to Iowa with his wife and children in 1857. His uncle, Jeremiah Gard, owned land in Jones County. With the aid of his uncle, Fairchild and his family settled on a farm in Jones County. The following paragraphs describe the journey west from their home in New Jersey to Jones County, Iowa. Pleasant Ridge March 3, 1857

Ever Kind and affectionate Father and Mother and all the rest of the friends. I take my pen in hand to write a few lines to you to let you know that we are all well at present and hope these few lines may find you all the same. I will try to tell you some thing aboute our journey oute west. We had a very slow trip, the carrs run verry slow all the way from Jersey City up to Dunkirk so wedid not make connection with the train from their and had to stop there from 2 oclock in the afternoon until 2 1/ 2 oclock wednesday morning. then we Started for Cleveland and arrived there aboute noon and missed the train there again. we had to stay their till about 4 oclock in the evening. then we started for toledo and there we made connection with the wagon going to chicago and there we had to stop about 4 or 5 hours longer. then we started about 9 in the evening for Dunleath.1 wearrived there about 9 or 10 on friday morning and there we met uncle Jerry. he started from home on wednesday and arrived at Dubuque on thursday and on friday we crossed the missippia on the ice with the horses and wagon. then we started for uncle Jerrie's. we got as far as the 11 mild (sic. mile) house. then we put up andin the morning we started again and went about 1 mild and broke the arm of the axel tree. then we was in a fix. no house nearer than a mild but Eliza and the children got out of the wagon and went on tothe 12 mild house afoot and uncle and I unloded the things into another wagon and fixed up the wagon so as to get to the 12 mild house and there was a black smith shop and the smith thought he couldfix it. so he went at it as soon as he cood and when he got it fixedit was about 2 or 3 oclock. then we started again and traveled on until night. then we put up at Ozark with a man by the name of E. West. they were verry nice people. the -next morning which was sunday morning it thundred and lightened and raned quite hard until] about 9 oclock, then it stopped and about 10 uncle said he thought we had better start before the river at canton got so high tht it wood be dangerous. so we started and got acrost the river safe and went on home. we got to uncles about 4 oclock sunday after noon all safe and sound but mudier going I never saw in my life. 'Dunleith, Illinois, the original name for present-day East Dubuque.

38 Map to Accompany Letter of Ephraim G. Fairchild

39 71 160" 1200 8 80° 120° 160° o° 0 0 O 60° -- 0 00 .40" 1 I ° 00 O 40° 20' G. O 6 - 20° 0° I 1 1 1 20° - ; . o o 4e 0I ,p % 4 ar V 40' ... 1.s: . - 400 0 s 1 -- 4:2 al MERCATOR'S PROJECTION THE WORLD a 160' 72120° s 80° 40° 0° 40° 80° 120° 160°73 41 LY N OSCEOLA SONDICKIN- EPINE KOSSUTH IOWABAGOWINNE- WORTH ELLMITCH- D SHIEKWINNE- MAKEEALLA- SIOUX dBRIEN CLAY ALTOPALO HANCOCK GORDOCERRO FLOYD CHICK-ASAW PLYMOUTH CHERO-KEE BUENAVISTA HONTASPOCA- HUMBOLDT - WRIGHT FRANK-LIN BUTLER BREMER FAYETTE CLAY WOODBURY L IDA SAC HOUNCAL- NVEBSTER TONHAMIL- --iHARDIN r GRUNDY HAWKBLACK BUCH-ANAN DELAWARE UB IJ MONONA CRAW FORD CARROLL GREENE BOONE STORY MARSHALL TAMA BENTON LINN JONES JACKSO HARRISON SHELBY AUDU- GUTHRIE DALLAS POLK JASPER. SHIPOW EK E- IOWA JOHNSON CEDAR CLINTON POT TAWATTA - CASSBON ADAIR MADISON WARREN MARION MAHASKA 1 KEOKUK 1 WASHING SCATI NE SCOTT MIE WAPELLO TON HENRY LOUISA MILLS MONT GOMERYMONT- PAGE TAYLORADAMS RINGUNION - DECATURCLARKE WAYNELUCAS APPANOOSEMONROE DAVIS JEFFER-BURENVANSON LEE DESMOINES 76 GOLD 7'`7 Level Two: Family Map Summary Vocabulary Each student will visually describe his or her time capsule family's migratory history through maps and other visual material. Procedure 1. Introduce the lesson by asking students to define Objective the term "time capsule." Ask if they have ever Students will recognize the importance of visual heard about one , seen one or made one. After material when describing family history. discussingstudents'responses,ask them to visualize what their counterparts from a century Suggested Time ago might have included in a time capsule if they Three to four class periods were to create one. List students' ideas on the board. Probe the students' thinking, encouraging Materials/Equipment them to draw on their knowledge of 19th century Student copies of the letter of Ephraim G. life gained from previous lessons. In addition, Fairchild. Transparency of the map to accompany the discuss the role that visual material would play in letter. describing a particular period. 2. Provide students with art materials so they can Procedure 1. Introduce Ephraim G. Fairchild to the students by illustrate items which may have been found in a handing out a copy of the letter to each student. 19th century time capsule created by elementary students. Encourage students to bring from home As the students read and discuss the letter, project a transparency of the map to make the letter more some pictures, photocopies of documents, postcards, letters, small trinkets, etc. having a meaningful. 2. Ask students to share what they know about their 19th century vintage. 3. Have students put together a present-day time families' migrations to Iowa. Have students solicit the involvement of their parents in discovering capsule containing visual material describing their lives at school. Included might be student writing where their ancestors resided. 3. When the class has identified raw information samples, predictions for the future, class pictures, about their families' migratory history, assist school schedules, etc. "them in making a visual display of their families' 4. When students have finished both time capsules, moves. The enclosed maps of the world, the display them in the room. If possible, make United States and Iowa will be helpful when arrangements to seal their present-day capsule, not to be opened until high school graduation or identifying specific locations and displaying notes some other designated date. about family members' memories of migration. Encourage students to include original sketches or family photos from various locations. Discuss the importance of visual material when recounting family history. Display each student's work as a culmination of this experience.

Level Three: Tune Capsule

Summary Students will create a time capsule for today and a century ago containing visual material describing each period.

Objective Students will recognize the value of visuals in providing information about life at another time.

Suggested Time Three to four class periods

Materials /Equipment Art materials: paper, markers, pencils, etc. 78 43 GENERALIZATION III

Documents are resources in explaining the history of a community. Sub-topic 3 Visuals can be created from historical accounts; written accounts can be created from visuals.

Rationale

Interpreting historic material through a different form adds another dimension of comprehension to the original ideas. That which originally appeared in writing can be visualized; visuals can be described in writing or orally.

Level One: Photograph Interpretation

Summary Studentswillbe guidedinathorough from the picture, guide them in a thorough examination of a photograph of their local community examination of the engraving. The following and/or Burlington, Iowa. Written descriptions will questions could be discussed: summarize their observations. a. Where was Burlington located? b. What types of homes were available? Objective c. How did the river serve the community? Studentswillrecognize the value of visual d. What do the buildings tell about the economic material in interpreting the past. structure of the community? e. Besides homes and businesses, what other Suggested Time types of buildings are visible? One class period f. How were homes heated? g. etc. Materials/Equipment 3. Have students write a brief description of Engraving: View of Burlington Iowa Wall Burlington in 1855.'Their descriptions should Map reflect the information gained from observing the engraving. 4. If possible, locate a photograph of the local Procedure 1. Begin the lesson by locating Burlington, Iowa, on community from which students could draw an Iowa map. Discuss Burlington's importance to conclusions about earlierlife there. This the early development of Iowa and its geographic photograph could be used instead of or in position relative to the westward progression of addition to the Burlington engraving. 5. Student descriptions could be displayed on a pioneer settlement. 2.. Distributecopiesof thepicture"View of bulletin board along with the picture. Burlington, Iowa." Afterstudents have the opportunity to make superficial observations

79 44 Jesse Williams, Map of the Surveyed Part of Iowa (New York: J. H. Colton, 1840), inset. IirlIr 11 4. - ! 3. I Is VI. II1III I idII I i flo III I I I III I I om-12 .oU partment,Ballou's Pictorial Division Drawing-Room of the State Historical Companion Society. (ca. Photograph April, 1855): Collecti low. VIEW OF BURLINGTON IOWA Level Two: Discuss the predominant characteristics of a Advertise Your County prairie region. 2. Distribute copies of "The State of Iowa" printed 1853 as part of The Western Tourist and Summary in Emigrants' Guide. Read and discuss parts of the Students will read a descriptive interpretation of Iowa for 1853. They will make posters promoting article noting the positive picture the article presents regarding frontier settlement. settlement in their county using the information from 3. Using the perspective of the article, have students the article as a basis for their drawings. create promotional postersadvertising their county asagreat place tosettlein1853. Objective Encourage students to use information from the Students will recognize the relationship between written and visual material, noting that either may be article as a basis for pictures included on their poster. In addition, they will need to consider the used as a basis for producing the other. location of their county when describing itin 1853. The southeast quarter of Iowa was leaving Suggested Time the frontier period in 1853 while the northwest One class period corner was barely beginning to be settled. Materials/Equipment 4. Display the posters on a classroom bulletin board. Provide the opportunity for students to observe Student copies "The State of Iowa," art and discuss each other's work. materials, poster paper.

Procedure 1.Introduce the lesson by having students visualize the state of Iowa before pioneer settlement.

46 The State of Iowa Area 50,914 square miles Population 192,214 Prairie predominates in this state. Scarecely a hill interrupts the sea-like expanse of its wavy surface. An elevated table-land of plateau, however, extends through a considerable portion of the country, and forms the watershed between the streams flowing into the Missouri and Mississippi rivers respectively. The margins of the streams are thickly timbered. The prairie lands are variously covered: some are clothed in thick grass, suitable for grazing farms, while hazel thickets and sassafras shrubs invest others with perennial verdure. In spring and summer the surface is enamelled by wild flowers in endless variety. The soil is universally good, being a rich black mould, mixed sometimes with sandy loam, and sometimes with red clay and gravel. Lead, zinc, iron. &c., are very plentiful. The "mineral region" is principally confined to the neighborhood of Dubuque. The lead mines of this region are perhaps the most productive and valuable in the world. Ten thousand miners could here find profitable employment. Zinc occurs in fissures along with the lead, chiefly in the form of electric calamine. In some "diggings" this mineral is found in a state of carbonate, and in others as a sulphuret. Iron ore is abundant in several districts; but as yet the mines have not been worked to any great extent. The state is well watered by numerous navigable rivers and streamlets flowing into the Mississippi and Missouri rivers, which bound the statethe first on the E. and the latter on the W. The principal of these are the Red Cedar and Iowa. and the Des Moines, which empty into the Mississippi. The rivers falling into the Missouri are comparatively unimportant. The climate is excellent, especially on the prairies, and the country is as free from endemic diseases as the most favored portion of the Union. Periodic breezes blow over the prairies as regularly and as refreshing as on the ocean between the tropics. The only unhealthy portions of Iowa are the low margins of the rivers, which are frequently inundated. Though the buffalo, once the denizen of this beautiful country, is now almost extinct, and .though the elk is only found in the wild recesses not yet occupied by civilization, a great variety of wild animals remain, and afford pleasure to the sportsman and profit to the hunter. The wolf, panther, and wildcat are still numerous, and in the wooded districts the black bear is found. Foxes. racoons, opossums. gophars. porcupines, squirrels, and the otter, inhabit almost the whole unsettled country. Deer are also quite numerous, and the musk-rat and common rabbit are incredibly prolific. Among the bird tribes are wild-turkeys, prairie-hens, grouse, partridges, woodcocks. &c. Geese, ducks, loons, pelicans, plovers, snipes, &c.. are among the aquatic birds that visit the rivers, lakes, and sluices. Bees swarm in the forests: the rivers and creeks abound with excellent fish, and the insect tribes, varied and beautiful, add gaudiness to the scene. Iowa mainly owes its prosperity to its agricultural resources. Its fine prairies are easily converted to cultivation, and its natural pastures afford peculiar facilities for the rearing of cattle, and sheep farming. Wool-growing, indeed, has become one of the staple employments of the farmers; and the raising of hogs for market, is no less profitable in its results. The sheep and hog are here raised with little or no trouble, the natural productions of the forest and prairie affording a plentiful subsistence. The cereal and root crops grow luxuriantly, and all the fruits of temperate climate find here a congenial soil. Tobacco is grown extensively on the alluvial margins of the Des Moines, and the castor-oil plant, which has been lately introduced, succeeds well. No country in the world, in every point of view, is more promising to the agriculturist. Fertile and productive, yielding minerals of the greatest value, penetrated by numerous navigable rivers, and bordered by the noble Mississippi, easily accessible, and free from many of the dangers incident to newly- settled countries, it offers the greatest inducements to immigrants and others to make it their homes. Its commercial advantages are perhaps second to those of none other of the Western States, while every portion of the country is open to easy navigation and land travel. It already contributes largely to the valuable cargoes that annually arrive at New Orleans. The settled portion of the state is well provided with good roads; but as yet no canals or railroads, though several are projected, have been built. The manufactures of Iowa consist principally of such heavy articles as are of immediate necessity to the settler, or of such goods as are usually made in families, as coarse woollen and cotton articles, &c. The aggregate value of property assessed for taxes in this state in 1848 was $14,449,200. The Western Tourist and Emigrant's Guide (New York: .1.813olton, 1853), pp. 43-44. 47 Level Three: 2. Have studentsidentifyspecificquestions Local School History concerning school life in the community 75 years ago. The following sample questions might be Summary expected: Students will identify questions about the history a. Where was the school building(s) located? of the local school system and use local sources to b. How many students were enrolled? graphically describe the development of education in c. How many different classes were offered? the community. d. What hours were classes held? e. How many teachers were employed? Objective 3. Have students identify sources where the answers Students will appreciate the development of to these questions could be obtained. If 75 years education in their community while strengthening ago is chosen, local citizens could be interviewed. their graphing skills as a means of reporting raw data. The local historical society and the library should also be helpful. Suggested Time 4. After obtaining raw data from available sources Three to four class periods for 75 years ago, contact the local school board to obtaincurrentdataforcomparison where Materials/Equipment appropriate. Graph paper, drawing paper, markers, etc. 5. Have students create graphs to visually describe the development of the local school for the last 75 Procedure years. Display the data on a bulletin board I. Introduce the lesson by having students speculate highlightinglocalschoolhistory.Ifsome what school life was like in the community 50, 75 questions don't lend themselves to quantified or 100 years ago. Discuss buildings, class sizes, data, drawings, photos or written descriptions materials, facilities, etc. could be used.

48 Appendix

8 5 A Glossary of Old-House Parts Exterior Features of Pre-1920 Houses

Acanthus A common plant of the Mediterranean, whose leaves, stylized, form the characteristic decoration of capitals of Corinthian and Composite orders. In scroll form it appears on friezes, panels, etc.

Anthemion A common Greek ornament based upon the honeysuckle or palmette. Used singly or as a running ornament in friezes, cornices, iron work, etc. The anthemiom is a very adaptable decoration; the one at right is a stencilled version.

Baluster A spindle or post supporting the railing of a balustrade. Balusters can be turned or sawn.

Balustrade An entire railing system with top rail and balusters. #0M

Finial

Bargeboard Or Vergeboard Bargeboard The decorative board attached to the projecting portion of a gable roof; the same as a vergeboard. During the late part of the 19th century, bargeboards were frequently extremely ornate.

Pendant

Bay An element that protrudes from the facade, usually defined by windows. A bay window rises from the ground one or more storeys.

86 50 Board and Batten Vertical siding composed of wide boards that do not overlap, and narrow strips, or battens, nailed over the spacesbetween the boards.

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Bracket A projection from the face of the building to support a cornice or ornamental feature. Sawn wood brackets were an important decorative feature in many Victorian house styles.

Columns Part of the Classical Order in the architecture of ancient Greece and Rome. Comprised of the base, column, capital and entablature. The proportion for each and every element was spelled out based on the diameter of the column.

An Ionic Entablature

518 7 Corbel A bracket or block projecting from the face of a wall that generally supports a cornice, beam or arch. "Corbelling out" refers to the building of one or more courses of masonry outfrom the face of a wall to support timbers or a chimney.

Cornice In classical architecture the upper, projecting section of an entablature; also the projecting ornamental moulding along the top of a building or wall.

Cresting Mansard Roof Cresting A line of ornament finishing a roof. Dormers 0? Victorian houses (especially the Second Empire and Eastlake styles) often feature a small cast iron railing with decorative points on roofs and balconies.

Cupola A small dome or similar structure on a roof In the 19th century Italian villa style house, a square-shaped, windowed cupola was used from which to enjoy the view and was called a belvedere. Also called a lantern.

Dormer A vertically set window on a sloping roof; also, the roofed structure housing such a window. (See "Cresting" for illustration.)

Eaves The projecting overhang at the lower edge of a roof.

Fanlight Semi-circular window over a door or window with radiating bars or tracery in the form of an open fan.

8s 52 Halftimbering

Gable The triangular part of an exterior wall created by the angle of a pitched roof.

Gazebo An outdoor pavilion or summer house popular for lawns and gardens of rural houses in the Victorian era.

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Half-timbered Descriptive of 16th and 17th century houses built with timber framing with the spaces filled in with plaster or masonry. This style of building was imitated in the 19th and early 20th centuries with the Tudor Revival. (See "Gable" for illustration. )

Keystone The central stone of an arch.

Lancet Window A narrow window witha sharp, pointed arch; it was a feature of the Gothic Revival house.

Lattice Open work produced by interlacing of laths or other thin strips used as screening, especially in the base of the porch.

89 53 Leaded Glass Window A window composed of pieces of glass that are held in place with lead strips; the glass can be clear, colored or stained. Leaded glass windows are often called "stained glass windows."

Lintel The piece of timber or stone that covers an opening and supports the weight above it

Mansard The classic mansard roof has steep sides broken by dormer windows. Named after the French architect, Francois Mansart, the mansard roof was a prominent feature of the Second Empire Style in the mid-19th century. (See "Cresting" for illustration.)

Modillion An ornamental horizontal block or bracket placed under the overhang of the cornice.

Mullions The strips inside the sash that divide a multi-paned window. Also called "muntins."

Oriel Window A bay window that projects from the wall of an upper storey and is carried on brackets, corbels, or a cantilever. The oriel window is often confused with the bay window. The difference is that a bay starts at the ground while the oriel begins above the first storey.

Palladian Window A window composed of a main window having an arched head and on. each side a long, narrow window with a square head. Also called a Venetian window.

Pediment A wide, low-pitched gable surmounting the facade of a building in a classical style; also any similar triangular crowning element used over doors, windows and niches, usually triangular but may be curved.

Pendant A hanging ornament, on roofs and ceilings, used extensively as a decorative feature in Gothic Revival architecture. (See "Bargeboard" for o illustration. ) 54 Fluted Pilaster A shallow pier attached to a wall; commonly used around doors and windows. Pilasters are often decorated to resemble classical columns and are generally fluted (with grooves and channels) or reeded (the opposite of fluted;a series of convexities like a bundle of reeds.) [1[1[1 Reeded

Portico A porch, entrance way, or walk consisting of a roof supported by columns.

Queen Anne Window The Queen Anne style MU house, popular in the last quarter of the 19th 111 century, revived many features from the 18th Urn century. One was the small glass window pane, but arranged in a different form and usually only on the upper sash.

Quoin The stones or bricks which form thecorner of a building, often distinguished decoratively from the adjacent masonry.

Revival Architecture During the 19th century many historic styles from preceding centuries came into fashion. The first significant revival came in the early part of the century with the Greek style. As happened with the later Revival styles, the Greek Revival began with public buildings. They were in almost exact imitation of the ancient Greek temples. Thousands of domestic versions followed, incorporating some of the prominent features of this historic style. This style had a very long period of revival-- 1820 to 1860. There was an emphasis on columns and pilasters, from a small portico to the elaborate Greek Revival Southern version, as well as use of the triangular pediment

Popular from 1835 to 1860, Gothic was used for churches, civic buildings and houses from small wooden cottages to stone houses. Sharply pointed gables, lancet windows, and wooden bargeboards with gothic motifs were all used to give a picturesque, medieval appearance. Gothic Revival

55 Originally inspired by the anonymous farmhouse architecture of the Italian countryside, the revival was popular here from 1845 to 1885. Features are: an asymmetrical arrangement of square shapes and lines, flat or low pitched roofs, heavy cornices with brackets and often a tower or belvedere. Italian Villa Style

ail The most popular style of all, the Tudor Revival continues today. Drawn from the 1500s Tudor -.4 period in England, its most prominent feature is %14 NEL half-timbering and often includes medieval windows and large chimneys. It was in greatvogue 4: in the late 1800s. Also called the Elizabethan style. Tudor Revival

Popular from 1870-1900, Romanesque recalled the massive effect of stone buildings in the period before medieval Gothic. Houses in this stylewere stone or shingle, large and low, with many rounded windows and round arches. Chimneys were squat Romanesque Revival to keep the low, solid shape.

The sparing use of classical decoration in architecture and furniture during the reign of Queen Anne (first decade of the 1770s)was the inspiration for this revival. Popular from 1875- 1900, it actually was a conglomeration of Colonial features, medieval towers and windows, and large porches, arranged in an asymmetrical composition. een Anne Style Queen Anne houses have a great variety of shapes and textures as well as a wealth of ornament

Interest in America's 18th century heritagewas revived by the Centennial Exhibition of 1876. From 1890 to 1920 a great many houses were built that echoed the styles of the early English, Dutch and Spanish settlers. Some houses were built asexact replicas of the Georgian manor house or the Colonial Revival Federal style, while most were, in size and shape, built in the earlier Victorian form with Colonial details (Palladian windows, columned porticoes, classical pediments, etc.)

Sawn Wood .Ornament Ornamental woodwork, popular in the Victorian era for trim on porches, eaves, fences. Often called gingerbread, scrollwork and fretwork. 'Ned Soffit The underside of any subordinate member of a building, such as the under surface of an arch, cornice, eave, beam or stairway. (See "Eaves" for illustration.)

Stained Glass Window A window with a painted scene or words on the glass that is then fired onto the glass. Windows with just colored glass are often called stained glass, but a true stained glass window is more the product of the art of the painter than the glazier.

Swag A festive decoration of semi-loops with loose ends, similar to a swag of fabric. They are also called festoons, and when composed of flowers, called garlands. Swags in stone, wood or stamped metal were popular ornaments for the Queen Anne and Colonial Revival houses.

Tracery Delicate ornamental work consisting of interlacing lines, the intersecting of ribs and bars, as in rose windows and the 'upper part of Gothic windows.

Transom Window Any small window over a door or another window, often containing stained or leaded glass. Fr

Verandah A roofed open gallery or porch. The verandah was an important feature of the romantic, picturesque styles of A. J. Downing in the mid- 19th centurythe Italianate, Gothic Revival and Bracketed cottage. It remained a popular feature of American architecture throughout the 19th and early 20th century.

Victorian Term used to cover all the various kinds of houses and public buildings built during the reign of Queen Victoria-1837 to 1901. Although "Edwardian" is used in England to describe buildings in the first decades of the 20th century, here in America they are generally known as "turn- of-the-century." The styles popular in the latter part of the 19th centuryQueen Anne, Colonial Revival, Stick and Shinglecontinued to be built right up until the First World War.

57 93 Wheel Window Round windows with mullions radiating from the center, as in the spokes of a wheel. Also called Catherine-wheel. Those with tracery are generally known as RoseWindows, while the round window without tracery or mullions is known as an "oculus" or "oeil-de- boeuf'Bull'sEye Window.

Widow's Walk A narrow platform on a roof, usually with a wooden balustrade. It was originally a feature of the early New England house with a view of the sea. Today it is often used to denote any small roof top with a balustrade or cresting.

Reprinted with permission from The Old-House Journal. 69A Seventh Avenue, Brooklyn, NY, 11217. Subscriptions 818.00 per year.

58 V

a.,. 4 1/4 ..The Land and the Built Environment Natural Resources

Grade Level41)

Class Periods

Goals/Objectives/Student Outcomes: Background: Students will: There is difference of opinion about the origins and timing of the creation of the geological foundations of Iowa. No one Understand the relationship between natural disputes the variety of the landscape, however, and the history and human history. different Iandform regions that can be identified in the state.

Learn about the geological and topographical Much has changed on the Iowa landscape since the advent of factors that influenced the history of any human beings, especially in the last 150 years when techno- community. logical changes have accelerated. Accompanying changes in Understand the impact of topographical features Iowa's natural landscape have come changes in its wildlife. on the settlement patterns in the United States. Some species of plant and animal life have become endangered and even extinct, while some introduced species have Understand the direct connection between natural thrived. resources and the products of everyday life. Human activitysuch as timbering, coal mining, hunting, Learn about the technology involved in altering fishing, plowing, contour and terrace farming, use of herbi- the landscape and the long-range effects of cides and pesticides, construction of bridges, dams, levees, and technological activity. dikes, stream channeling, and the artificial impoundment of waterhas changed both the landscape and the plant and animal life on it. Materials: Construction of houses, roads and streets, industrial complexes, and commercial buildings also has significantly 1. Maps of Iowa and your county from various periods. changed the face of the state during the last century and a 2. Photographs and illustrations of natural features, flora, and half. All these changes also have meant changes in the lives of fauna of your area. the people who live in the state.

3. Newspapers and magazines, old and new. Economic changes result when a natural resource is eliminated or reduced. The history of the changes on and to the land, and 4. Geography textbooks, old and new. the resulting changes in the lives of the people, are integral parts of the history of Iowa. 5. Reports from the county conservation board.

6. Issues of the Iowa Conservationist, old and new. Procedure: 7. Reports and studies from the Department of Natural Resources. This thematic lesson plan is intended to introduce this particular topic to students. The activities are intended to introduce 8. Advertisements for recreational and commercial uses of students to the process of inquiry that can be applied to the natural features. study Iowa history. In many cases the same activities can be used to explore the topic in a variety of Iowa history time 9. Time to walk or drive throughout your community and periods. surrounding area to observe the natural features and wildlife. This lesson plan can also be used in conjunction with other 10. Lists of extinct and endangered species of plant and animal topical areas in this curriculum. These thematic lesson plans life. underscore basic skills such as reading, writing, communicat- 11. Reports from the Iowa Bureau of Geological Survey. ing orally, and collecting reference sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; distinguishing between primary and secondary sources; using charts and timelines; and 97 developing vocabulary. The teacher can introduce higher level 18. Visit a construction site and photograph the changes in the skills through these activities such as collecting information natural landscape that are caused by the construction. from a variety of sources through observation and questioning; compiling, organizing, and evaluating information; comparing 19. Visit a natural stream in your community and take a sample and contrasting; drawing conclusions or inferences from of water from it. Set the sample in the classroom for 24 hours evidence; considering alternative conclusions; making generali- and note the sediment that has deposited. zations; recognizing points of view; understanding how things 20. Visit a natural stream in your community and note the color happen and how things change; recognizing how values and and smell of the water and the speed of the flow. traditions influence history and the present; grasping the complexities of cause and effect; developing a chronological 21. On a map of Iowa from 1850, note the courses of the sense; and understanding events in context. rivers. Compare this with the courses of the same rivers on a recent road map of Iowa.

Activities: 22. Find a native prairie grass or flower in your area. Study the biology of the native prairie grasses and flowers. 1. Walk or drive around your community to observe and note the natural features of the landscape. 23. Find an example of a wetland area in your community. Study the role of the wetlands as a natural resource. 2. List the natural landscape features that have been changed by human activity in your community.

3. Walk or drive in the countryside surrounding your commu- Assessment of Outcomes: nity to observe and note the natural features of the landscape. 1. Write an essay about native and introduced plants, birds, animals, reptiles, and insects in your area. Why have the plants 4. List the natural landscape features that have been changed changed over time? by human activity in the surrounding countryside. 2. Write an essay about the appearance of the original 5. On a map of Iowa draw the geological landform regions. landscape in your area, and how and why this has changed 6. Write a report on the geological origins of Iowa landforms. over time.

7. Draw a picture or make a model of the geological layers of 3. Make a bas-relief model of the topography of your county. the earth in the area where you live. 4. Draw a map showing the rivers and natural water features 8. Visit with your local conservation board and interview of your state. members about their priorities for preserving the natural 5. Draw a map showing the highways and railroads of your landscape. county and note whether or not they follow features of the 9. Write a report on human activities today that seem to natural landscape. change the natural features of the landscape most rapidly. 10. Write a report on the human activities that seem to have Extensions and Adaptations: changed the natural features of the landscape most rapidly a Most of the activities listed under procedures can be easily hundred years ago. adapted to meet the learning needs of most students at 11. Make a model of the impact of glaciers in creating the various ages. Many of the listed activities can be used as art, landscape in your area. music, writing, math, or science projects. Be sure to draw on teachers within your school and resource people in your 12. Walk or drive around your community and the surrounding community. The folklife section of this curriculum provides a list countryside and keep a list of all of the birds, animals, reptiles, of community resource ideas. and insects you observe.

13. From the previous list, research each entry and note whether or not the species is native to the area or has moved Resources: from somewhere else. Contact the Iowa History Resource Center at the State Histori- cal Society of Iowa for a list of books, videos, organizations 14. Go to a natural area at daybreak and write a description of and ideas for studying Iowa history. Write to: Education the sounds that you hear. Coordinator, State Historical Society of Iowa, 600 East Locust, 15. Go to a natural area just after dark and write a description Des Moines, Iowa 50319. of the sounds that you hear.

16. Walk or drive around your community and the surrounding countryside and keep a list of all plants observed.

17. From the previous list, research each entry and note whether the species is native to the area or moved in from somewhere else. 98 Landforms of Iowa

Grade Level

Class Periods431

Goals/Objectives/Student Outcomes: to 14,000 years ago. Since then, very little erosion and Students will: weathering have altered the original appearance of the Lobe. The Lobe formed when a "tongue-shaped" lobe of glacial ice Observe the landscape and landforms visible in advanced southward from Canada and Minnesota into central their local area. Iowa as far south Des Moines in Polk County. Compare and contrast the various landforms of The block diagram of the Des Moines Lobe landforms shows Iowa with the landforms in their own local area. rough edges or end moraines, lakes and flat areas, with circular ponds or depressions. Most of the landscape is covered with List and define some of the common materials glacial drift left behind by the glacier. Glacial drift is a deposit that make up their local landforms and other of boulders, gravel, sand, silt, and clay left behind by a glacier landforms in the state of Iowa. or by the streams and rivers that drained off the melting ice. In places boulders can be found along fences or in the fields. They Understand how various processes shaped the are called erratics and were left behind by the glaciers. landforms of the state. Present day rivers that flow across the Lobe deposit sand and Be able to recognize some of the many landforms gravel layers called alluvium. Most of the land in this landform common in other parts of the state of Iowa when region is extensively farmed with crops like corn, soybeans, they travel. and oats. It is area of Iowa that best represents what non-Iowans might think of when they describe Iowa: relatively flat, dotted with farms, and lots of corn.

Materials: LOESS HILLS: The Loess Hills landform region is located along 1. Copies of the block diagrams of the seven landform regions the west edge of Iowa. It formed periodically during the last in the state 150,000 years. The word loess rhymes with bus.

2. Brief descriptions of the region without the names of the Loess is windblown silt that was picked up by winds off the Mis- regions souri River valley floor during and between glacial advances and retreats. Loess is thickest along the west edge of Iowa and gradually thins as you go eastward toward central Iowa. Loess is Background: deposited on top of older glacial drift and bedrock. In her book Landforms of Iowa, Jean C. Prior divided Iowa into Streams and rivers have eroded valleys in the loess and seven regions based on the various landforms found in each deposited alluvium on their flood plains. There also are region. Those regions include: the Des Moines Lobe, Loess Hills, deposits of colluvium in the valleys. Colluvium is material that Southern Iowa Drift Plain, Iowan Surface, Northwest Iowa has slid or washed down to the bottom of a steep slope. One Plains, Paleozoic Plateau, and Alluvial Plains. Each region has of the most unusual characteristics of loess is its amazing its own unique landforms and landscape formed by various ability to retain steep, nearly vertical slopes. The landform processes. region is characterized by steep-sided hills and ridges and tree-covered ravines or side valleys. Much of the land is used Most of the landforms of Iowa were formed by water erosion for pasture and grazing in this landform region. or glacial erosion. Various geologic materials also have influenced the formation of the landforms. Let's look at each SOUTHERN IOWA DRIFT PLAIN: This landform region is the landform region separately. A copy of a map of Iowa from largest in Iowa, and it is the one most often seen by people Landforms of Iowa showing the landform regions is included. traveling across Iowa on 1-80. The landscapes are characterized by gently rolling hills and valleys. They have been formed by DES MOINES LOBE: Deposits and landforms on the Des hundreds of thousands of years of erosion and stream develop- Moines Lobe are the best examples of recent glacial erosion ment on what was once a landscape similar to that in the Des and deposition in the state. The Des Moines Lobe landforms Moines Lobe region. formed during the last glacial advance into Iowa about 12,000 Often trees or even forests grow in the valleys. Rivers, streams, 9f or creeks at the bottoms of the valleys with their numerous Procedure: upstream tributarieS form a drainage pattern that looks like the branches of a tree. Underlying much of the region is a thin 1. For several days prior to the activity have students make layer of loess, a thick layer of glacial drift, and finally bedrock observations and descriptions of the landscapes and landforms of limestone, shale, and sandstone. surrounding their local area.

Alluvium is common on the flood plain of the region's drain- 2. Form small groups of three or four students and ask them to ages. Paleosols (ancient, buried soils) also are found in the create a list of words or phrases that describe the landscapes region. This part of Iowa is farmed or often left for pasture land and landforms in their area. and grazing. It is a relatively dry region. 3. Share the descriptions with the entire class and create a IOWAN SURFACE: The Iowan Surface is one of the most class list of characteristics of the local area. difficult regions to interpret geologically. Earlier interpretation 4. Pass out the seven block diagrams and descriptions of each suggested than the region was formed as a result of glacial landform region and tell each group to try to pick the diagram deposition, but recent studies indicate that the region formed that best fits the landforms and landscapes in their area. mainly due to intense erosion in a cold, tundralike climate. 5. Have a reporter from each group share the choice made by The region is characterized by almost flat land, occasional long each group with the entire class. hills that early observers called "dolphin-backed hills," and rivers and streams. In the northern part of the region there are 6. Try to arrive at a class consensus as to which drawing and numerous sinkholes or depressions caused by the collapse of description best fits the students' situations. underground caves and caverns. 7. Have students compare and contrast the similarities and Glacial drift similar to that found in the Southern Iowa Drift differences between the seven landform regions in the state. Plain and limestone bedrock underlie the region, and loess remains on the tops of the elongated hills, which geologists call Paha after a Native American word that describes a hill. Assessment of Outcomes:

Colluvium and alluvium are found on some slopes and along Put transparencies of each Iandform region on the overhead flood plains. Erratics (boulders moved by the glaciers from and have students try to name each region. Canada and Minnesota) are common and sometimes very large. Most of the region is used for crop farming as in the Des Moines Lobe region. Extensions and Adaptations: Ask students to contact relatives or friends living in other NORTHWEST IOWA PLAINS: The Northwest Iowa Plains are Iandform regions to learn more about life in other landform the highest, driest, least tree-covered region in the state. It is areas. Students can use mail, phone, or e-mail. characterized by a landscape that is similar to the Iowa Surface: flat to very gently rolling, with long parallel hills and Have students photograph areas in their landform region that subtle valleys. Trees are typically found only where planted show the characteristics of their region and share the photos around farmsteads or in some valley bottoms. Glacial drift with others in the class or with other classes. underlies a thin layer of loess that covers most of the region. The region is dominated by crops and a few pastures. Students can use available resources to find stories about living in the various landform areas. Sources may include old PALEOZOIC PLATEAU: The contrast between the Paleozoic newspaper stories, books, and interviews with older people Plateau region of Iowa and all of the rest of the state is very who have lived in the area or who have moved from some obvious. This region has been called the "Switzerland of Iowa." other area. Outcrops of solid bedrock (mostly limestone) are very common. Only a few scattered patches of glacial deposit exist in the region. Valleys are deep, steep, and make great scenic vistas as Resources: viewed from the uplands. Jean C. Prior. Landforms of Iowa. Iowa City: University of Iowa The bedrock that controls the shape of the land in this region Press, 1991. formed in warm tropical sea floors between 300-500 million Iowa Public Television. "The Land Between Two Rivers." Video years ago. It forms the famous "bluffs" along the edge of the Series and Teacher's Guide. Mississippi River's flood plain. Caves are common and sinkholes or depressions often filled with water are found in portions of this landform region. Crop farming and pasture land is common in areas where the slope is not so steep or on valley floors.

ALLUVIAL PLAINS: This landform is located adjacent to the Mississippi and Missouri Rivers and other large rivers in the state. Characterized by landscapes developed by water erosion and deposition along a river's flood plain it is wide and flat, with features typical of a flowing river. Aluvium deposited by the river and glacial drift or bedrock underlie the region. l , , Northwest Iowa Plains I Des; Moines!Lobe ii L. lioessi-fills : 1 1 -6, 104 I ! . 1 0 Missouri i.... L L 0 f /0 f 03 60\ 0 Alluvial ; . i Plain ..1 . L -I I, I 1. I i So thern p Idi I wa )riff' Plain -- ; 1 ; I Mississippi 1 ; i i 1 i I Plain Alluvial 101 Landform U 0 ?.() 10 Regions 80 kin r,0 of Iowa 1'2 103 Des Moines Lobe 104 Loess Hills 106 T1 paleosol'loess ft fl 400.-ar 44.11104a , 0 . O glacial drift . 0 o . alluvium . . ago O I shale am =ma 1111111111111MINNIMINIMmmiumumumm1111=1111111111111111.11111MMINNII1111111iimom1111111=11 ..111111111111111= 0 limestone . Nimm11111=millMiii coal lb *7 Southern Iowa Drift Plain 1a8 stream--, glluviu glacial drift 0 Iowan Surface 110 glacial drift Northwest Iowa Plain 112 11.1.11110.1111.11.1. minisgawati=111mr.arNI,MINIMimmo, NMI MI SEIM Nam mg NEW MIZ; re. r

44 ' Paleozoic Plateau 114 glacial drift 115 Alluvial Plains 116 A MATCHING GAME OF IOWA RIVER NAMES Match The Name Of Each River With Its Meaning

NAME MEANING

1. Panther Creek A. Natives made paint from the blue soil along its shore. 2. Maquoketa River B. Name of a tribe that lived in the 3. Floyd River area.

4. Mississippi River C. A member of the cat family that was killed nearby. 5. Skunk River D. Native word for snake. 6. Medicine River E. Lewis and Clark named it after 7. Nodaway River Charles Floyd who died on their expedition. 8. Missouri River F. The father's name was Daniel 9. Boone River and the son explored Iowa in 1835 with Albert Lea. 10.Blue Earth River G. Translation of chicaqua, a native word for smelly, striped animal.

H. Means spiritual power to Native Americans.

I. Native word for the great river.

J. Makwok means bear. Eteg means there are. Say the word together.

Answers: 1-C, 2-J, 3-E, 4 -I, 5-G, 6-H, 7-D, 8-B, 9-F, 10-A The Delicate Balance Iowa's Natural Resources

Grade Level 410

Class Periods

Goals/Objectives/Student Outcomes: Iowa's oldest rocks are the pre-Cambrian era. They are composed of quartzite, a metamorphic derivative of sandstone. This would The student will: have formed on the edge of a sea, perhaps a beach or a sandbar. Gain awareness of Iowa's natural resources the The Paleozoic rocks are composed of limestone, sandstone, coal, availability and continuous change of these re- and shale. These developed in marine environments, along sources his or her relationship to the environment coastlines, and in swamps. During this period, Iowa was covered by warm, shallow seas. In the Mesozoic era the sea began to The student will: evaporate. Mesozoic deposits consist of limestone and sandstone. Recognize that Iowa's environment has changed Gypsum, the result of this evaporation, is found around Fort over time Dodge. The Cenozoic era is the most recent. Iowa was covered by a series of glaciers. This glacial advancement and melting Identify ancient and historic uses of Iowa's natural produced the state's hill, plains, and excellent soil. resources; Iowa rocks contain fossils that tell us about the environment in See three habitats that settlers changed to make which they were deposited. Paleozoic rocks have remains of the land more economically productive; starfish, crinoids, sharks, leaves, and bark. Cenozoic rocks contain bones of giant ice age mammals such as mammoths and musk ox. Explain ways in which we witness changes in our These animals become extinct about the time humans arrived in environment; the area. Humans have also left behind remnants of their lives. Some of these remnants were natural, and some were manufac- Describe various state efforts to regulate and tured. manage Iowa's natural resources From the earliest inhabitants to the people of today, Iowans have found many uses for their available resources. Stones were Describe choices and their consequences in , chipped and shaped to form tools and pipes. Clay became pottery. preserving Iowa's natural resources for future Animal products such as hide, bone, and horn were fashioned into generations. dubs, scrapers, clothing and ornaments.

Nineteenth-century settlers in Iowa found abundant resources in rivers, streams, and lakes. Water replaced human and animal Materials: power and was used as a source of energy for saw and grain mills. For instance, a waterwheel placed in a stream could run the mill. 1. Topographical map of Iowa Because water provided transportation, boats and rafts became 2. Current magazines and newspapers common sights on the waterways. The wealth of clams in the Mississippi provided the materials for pearl buttons, a major Iowa 3. Examples of recyclable articles industry before World War I. And today, we use water for leisure activities like sailing, swimming, and fishing.

Rocks and minerals are also important resources. Limestone and Background: dolomite, used as building materials, were quarried across Iowa. While changes in nature are inevitable, human presence hastens Gypsum from the Fort Dodge area became fertilizer and plaster these changes. We have created a dilemma for ourselves: our way products. Clay was turned into pottery, brick, and tile. Galena, a of life depends on using natural resources, yet overusing these lead compound, was mined in the northeast corner of the state. resources will make them unavailable to future generations. And Deposits of sandstone provided sand for glass factories in Keota so we must find a balance between our needs and the needs of and Iowa City. the environment. Weathered rock produced Iowa's rich soils. In some areas of Iowa The bedrock of Iowa is represented by a stylized rock profile. Each the soil is up to four feet deep. This resource has made the state a of the layers depicts a particular time period and environment in major provided of food for the nation and the world. Unfortu- Iowa's geologic history. The oldest rocks are on the bottom of the nately, soil is rapidly eroding, and the loss of topsoil means fewer profile, with newer layers on top. The study of the rock's structure, crops. Ultimately, this creates higher food prices and taxes. To composition, and fossils can tell us about the environments in slow erosion we may have to alter some of the ways we farm. which the rocks were formed. Environmental change is an Deposits of coal formed in Iowa over 300 million years ago from on-going, natural process. 1.18 decomposed plants. Coal mining was a major industry in the late few scattered remnants of prairie survive across the state. 19th and early 20th centuries. Towns quickly grew around coal mines and thrived as long as the mines operated. Mines attracted The environment changes in response to natural forces and immigrants and migrant workers. Coal mining was dirty, hazard- human choices. These changes often happen so gradually that ous work, most miners left for work before sunrise and returned they escape our notice. Through our memories and those of others home after sunset. Sundays were often the only day they enjoyed we can document and reconstruct the environmental change. sunshine. Wildlife is an economic resource, providing food, clothing, and In the 19th century, large faircalled expositionswere held to sport. Game is harvested by the hunter just as corn is by a farmer. show off new products, machines, and ideas to the public. In In some cases the over-harvesting of a species led to its extinction Iowa, several "palaces" were built as showplaces for these (like the passenger pigeon) or near-extinction (like the buffalo). innovations. The palaces were enormous, temporary buildings Iowa's environmental attitudes are expressed in laws that lined and decorated with the most important local product. There regulate, manage, and encourage the wise use and appreciation were corn palaces in Sioux City, flax palaces in Forest City, blue of the state's natural resources and wildlife. grass palaces in Creston, and a coal palace in Ottumwa. As more people settled here and adapted the land to suit their A century ago there were about one thousand mills along Iowa's needs, many natural habitats disappeared. Some people grew rivers and streams. The Pottawattamie Mill was built in the 1840's concerned about this and lobbied for legislation to protect and on Mosquito Creek, near Council Bluffs. The dam slowed the regulate our resources. Creating our state symbols was one way of current, forcing some of it to flow against the huge, wooden focusing on our natural resources. The geode is our state rock, the waterwheel. The turning wheel provided energy to run the saw oak our state tree, and the wild rose our state flower. These (under the small roof). The saw cut rough logs into boards for symbols represent things native to Iowa, that if protected will building houses, stores, and furniture. remain in Iowa. Clam shells were common along the Mississippi. In the 19th and What has been done to protect Iowa's wildlife? Efforts include early 20th century they were used in Iowa to make pearl buttons. identifying endangered species, "Chickadee Check-Off," regulat- A Native American carved this shell as a neck ornament depicting ing hunting seasons, establishing daily limits, and requiring a rattlesnake body with a cat's head. It's 3,000 years old and was hunting licenses. In addition, state game preserves were created found in Jones County. to set aside land where hunting of animals is forbidden. During the 19th century, settlers arrived in Iowa and began to take The Department of Natural Resources (DNR) was established in advantage of the plentiful resources. This development slowly 1987 to combine under a single administration the State Conser- diminished the habitats available to our plants and animals, many vation Commission; Geological Survey; Water, Air and Waste of which had to adapt to new habitats. Those that failed to adapt Management State Preserves Board; Energy Policy Council; and became extinct. the Department of Environmental Quality. Iowa's woodlands provided settlers with opportunities for In the years after Iowa became a state, its population grew rapidly lumbering and farming. From the uplands of the northeast to the and water became a valued resource. As early as 1851 laws were southern hills and the stream valleys, forests once covered some 6 enacted to stop people from polluting streams and ensure the million acresabout 15% of Iowa's total area. Working with purity of drinking water. This concern continues today with a saws and axes, settlers used the skills they had learned back east variety of laws monitoring public water supplies and protecting to clear the land for cultivation. The timber they sent to the surface and ground water. sawmill became fence posts, railroad ties, and lumber for houses. With the loss of forest land there was also the loss of many Other legislation shaped how our state uses its land. In 1855 a animals, including elk, black bear, panther, porcupine, and timber geologic survey determined the economic potential of Iowa's wolf. Today an estimated 1.5 million acres of trees remain in Iowa. rocks and mineral. Tax breaks were given to those who preserved wooded areas and planted orchards. New state agencies were When the last glacier retreated from Iowa thousands of years ago, created to manage waste, resources, and state parks. These efforts it left a smoothed landscape with small depressions. These filled show Iowans' appreciation for their environment. Because this with water, becoming the lakes, marshes, sloughs, and seasonal legislation residents and visitors may enjoy Iowa's lakes and parks potholes that once dotted the land from Des Moines to the and still view wildlife in its native habitat. Minnesota border. The Swamp Act of 1853 encouraged the use of drainage ditches and tiles to drain the wetlands to make farm- Pope John Paul II during his 1979 visit to Iowa said that those lands. At that time a marsh was often considered a wasteland "who live in the heartland of America have been entrusted with because it was unable to yield crops. In the 1840s over a million some of the earth's best land, the soil so rich in minerals, the acres of wetlands existed. Today only 30,000 acres remain. But climate so favorable for producing bountiful crops, with fresh now some wetlands are protected, and animals, including water and unpolluted air available all around you. You are the beavers, river otters, and giant Canadian geese, have been stewards of some of the most important resources God has given reintroduced into their native habitats. to the world. Therefore, conserve the land well, so that your children and generations after them will inherit an even richer In the mid-19th century nearly 30 million acres of tall grass prairie land than was entrusted to you." Each of us is a steward of Iowa, stretched from Iowa's eastern forests to the Missouri River. It was responsible for protecting our resources for the future. And that an area of gently rolling hills covered with a variety of grasses and includes using our resources wisely. flowers, with trees along rivers and lakes. These grasseslike big blue stem, little blue stem, side oats gramma, and Indian grass There is growing concern about the quality of our drinking water. grew up to six feet high. Mixing with these grasses were flowers There is growing concern about the pollution from farm chemicals. such as golden rod, compass plant, blackeyed Susan, and This concern has sparked new programs and new methods milkweed. The development of the steel plow blade enabled designed to decrease pollution and improve the ways in which we settlers to quickly turn the prairie into farmland. This destroyed use our resources. But chemical pollution is not limited to farms. the habitat for buffalo, coyote, and prairie chicken. Today only a Many common household products are also hazardous to the

11 9 The Delicate Balance Iowa's Natural Resources

continued

environment. Making people more aware of these toxic products instance, what helps us tell time or predict the weather? and teaching them how to properly dispose of them will alleviate some of the problems. A. Time: season, sun, moon, stars,Weather predictors: ground hogs, fuzzy caterpillars, beaver house, clouds, sun. Many of our pollution problems can be controlled through the everyday decisions we make. These choices are not simple. The Q. People often use "nature" terms in everyday speech. Can you Delicate Balance offers an example of such a choicewhether to think of any you and your friends and family use? use cloth or disposable diapers. While disposable diapers are more A. Busy as a beaver. Right as rain. Shaking like a leaf. Old as the convenient they are also a hazardous waste. But cloth diapers also hills. It's all down hill from here. present problems. Detergents, which may pollute our water, must be used to clean them. Which is the best choice? Choices like this Q. What are the positive and negative aspects of urban develop- affect our environment for better or worse. ment like shopping malls or housing developments?

A. Positive: Shopping is more convenient. Vocabulary: People will drive less to go shopping and therefore save fuel. Conservation: The controlled use or systematic protection of The mall provides entertainment. soil, forest, wildlife and other natural resources. People need housing and like peaceful areas to escape to.

Ecology: The study of the relationship between living things and Negative: their environment. Animal and plant habitats are destroyed. Malls create noise, pollution, and use resources. Environment: The external physical conditions that influence the Related businesses are built near the mall that also use more growth of a living thing. resources.

Erosion: Natural processeslike wind and rainthat wear away Q. Make a list of things that can be done to protect our resources. the earth's surface. Which of these can be done by you, your family, and your friends?

Habitat: The natural environment of a plant or animal. A. Recycle cans and papers. Use the minimum amount of water necessary for cleaning. Naturalist: A person who studies the thinks of nature, especially Only run full loads in the washing machine. plants and animals. Use low wattage light bulbs. Organic: Produced without artificial fertilizers or pesticides; Combine auto trips to stores and walk when possible. using fertilizers made only of animal or vegetable matter. Use only cleaners that are environmentally safe/ Recycle used car oil and batteries. Pesticide: A substance used to kill harmful or destructive plants, Keep your yard and neighborhood litter-free. animals, and insects. Use public transportation such as the bus. Plant a tree or other plants. Pollution: The contamination of soil, water, or the atmosphere by harmful substances. 2. These are suggested themes for student research. To explore the themes, use the Resource List at the end of this guide. The themes Recycle: To convert waste material into a form in which it can be can be presented in a oral report or a written research paper. reused. Students could be encouraged and given class time to present Resource: An available supply of natural materials that can be their findings in more creative form by making their own docu- used by people when needed. mentary on video or through a slide show.

Toxic Waste: Harmful, destructive, or deadly garbage. Choose an era from Iowa's geologic past (Pre-Cambrian, Paleo- zoic, Mesozoic, or Cenozoic). Write a report about the animals that lived then. Describe the environment. Procedure: And out what types of rocks are found in your county. If you need help, ask your county conservation board. What are the economic 1. Begin a class discussion by asking some of these questions. uses for the rocks? Include a rock profile (sometimes called a After each question some suggested answers are given. Urge your stratigraphic column) for your area. students to expand on these answers. Make a report on one of the featured economic resourcessuch Q. Water is one of our most important resources. What do we use as water, soil, coal, or rocks and minerals. And out where they are water for? located, how they are obtained, and what is procured form them. Describe the history of their use. A. Drinking, Plants, Housework, cooking, bathing, power.

Q. By observing the natural world we can learn many lessons. For Choose any of the three habitats: prairie, woodlands, and 0 wetlands. Investigate the habitat's environment, and find out any places still in their natural state? What do people use in their about its soil, plants, animals and food chains. How does the yards that creates a "back-to-nature" look? habitat keep itself in balance? What happens if that balance is disturbed? 11. Visit one of the following museums to learn more about Iowa's natural history and resources: Putnam Museum, Daven- Many environmental-related laws have been enacted. The early port; University of Iowa Museum of Natural History and Science, laws were designed to protect people form the environment. The Waterloo; UNI Museum, Cedar Falls; Sanford Museum and later ones protect the environment from people. List some of Planetarium, Cherokee; and Sioux City Public Museum. these later laws (such as the 5-cent bottle law and the laws that require hunting and fishing licenses). How are these laws related? 12. Plant a tree at your school How did they develop? Who was involved in promoting them? 13. Spend a day and a night without electricity. Which of your What effects did they have? How are then enforced. usual activities are difficult to do without electricity? How did you Read your local newspaper or national news magazine (such as have to adapt your habits? Time or Newsweek and look for articles on natural resources, and their management and protection. What concerns are expressed and by whom? What solutions are presented? Do you feel they are Resources: practical? Are they solutions that affect you? How can you help? These materials will help you find out more about Iowa's "delicate balance." Next to each listing are locations where the material can be found. (SHSI stands for the State Historical Society of Iowa; Assessment of Outcomes: AEA is Area Education Agency). Research findings can be presented in written or oral form Books and Articles: 4th-8th Grade through panel discussions, research papers, video, "you-are-there- on the scene" report, slide presentation, display, or bulletin board. "Iowa's Incredible Exposition Palaces." The Goldfinch, Vol. 6, No. 1 (October 1984). (SHSI, School library) Includes an article on the Ottumwa coal palace.

Extensions and Adaptations: "Life on the Iowa Prairie." The Goldfinch, Vol. 7, No. 2 (November 1. Plan a class field trip to a quarry or other area of rock outcrops. 1985). (SHSI, School library) Description of prairie habitat, Ask your county conservation board for suggestions. Look for settlement, and changes. fossils, and bring along books for identifying them. Talk about the "Labor in Iowa." The Goldfinch, Vol. 10, No. 3 (February 1989). kinds of environments they might have lived in. (SHSI, School library) Life in the coal mines is described. 2. Using an outline map of Iowa, identify and sketch the areas of "Natural Resources." The Goldfinch, Vol. 5, No. 3 (February 1984). prairie, marsh, and woodlands. Make symbols for the following (SHSI, School library) Use of resources by early inhabitants, air economic materials and place them at the appropriate locations and water pollution, Ding Darling, soil, and minerals. on the map; clay, limestone, gypsum, galena, (lead), sand, and coal. "Rivers in Iowa." The Goldfinch, Vol 6, No. 4 April 1985. (SHSI, School library) 3. Make a drawing or painting of a wetland, prairie, or woodland. Rivers as a resource for power and navigation, river habitats, and 4. Visit an art museum or look at art books to see how various changes over time. artists represent natural environments. Compare art work from different time periods. How does this reflect attitudes toward Books and Articles: Grades 9-12 nature? Bennet, H. Arnold. "Fish and Game Legislation in Iowa." Iowa 5. Write a story or poem about changes you have witnessed (such Journal of History and Politics 24 (1926): 335-444. (SHSI, Public as the construction of a building on the edge of town). As a class, Library) Development of needs for fish and game protection, make a booklet out of the writings and illustrate them. including development of Fish and Game Department.

6. Interview your family members. Ask them to describe how their Berry, William. "The Influences of Natural Environments in North local area has changed during their lifetime. Compare your Central Iowa." Iowa Journal of History and Politics 25 (April findings in class. 1927) (SHSI, Public Library) Life on the Iowa prairies.

7. Make a list of animals that have become extinctboth in Iowa Bowles, John Bedell. "Iowa's Mammal Fauna:An Era of Decline." and in the U.S.during the past 150 years. Why have they Proceedings of the Iowa Academy of Sciences 88 (1981): 38-42. become extinct? Other animals that were hunted to near (SHSI, Public Library) Species decline and extinction since extinction managed to survive and are now being reintroduced. settlement. Which animals? See the attached listing for a start. Brown, Joseph K. "Althea Sherman." Iowan 21 (Spring 1973): 5-9. 8.Investigate the procedure for developing environmental (SHSI, Public Library) A prominent ornithologist and native of legislation. Have any of your public officials been active in National, Iowa. promoting local, state, or federal legislation? Dick-Peddie, William A. "Primeval Forest Types in Iowa." Proceed- 9. Plan a campaign on an environmental concern affecting your ings of the Iowa Academy of Science 60 (1953): 112-116. (SHSI, region. Select one group to support regulation and management Public Library) Taken from surveyors notes of three eastern of the resource, and another group to oppose such actions. Draw counties during 1836-1859. poster, give speeches, and try other methods to win support for your point of view. Gwayne, Charles S. "Quarrying in Iowa." Palimpsest 38 (1957): 177-204. (SHSI, Public Library) 10. Take a walk around your school or neighborhood. Are there 121 The Delicate Balance Iowa's Natural Resources

continued

Iowa's Natural Heritage. Edited by Tom C. Cooper. Iowa Natural poster, and computer program) Heartland AEA 11, 1983. Heritage Foundation, 1982. (SHSI, Public library School library, (AEA 1, 9, 11) AEA 1, 7, 9,10, 14) Various articles on Iowa natural history, excellent photographs. Iowa Coal (16mm film, color). Iowa State University Film Produc- tion Unit, 1977.20 min. (ISU, 1, 7, 11, 14)) Leopold, Aldo. A Sand County Almanac. Oxford University Press, Inc., 1966. (Public Library, School library) Depicts a farm in Iowa Wildlife Series (Video Recording) Iowa Public Broadcasting Wisconsin owned by Aldo Leopold. Network, 1980. 30 minutes. (AEA 10, 12, 14)

Madson, John. Where the Sky Began: Land of the Tallgrass Prairie. Iowa's Black Gold. (Filmstrip) Heartland AEA Media Center, 1981. Boston: Houghton-Mifflin, 1982. (Public Library School library) 70 frames, audiocassette; teachers guide. (AEA 9, 10, 11, 12, 14) History of the prairie, focusing on Iowa. Iowa's Prairie Heritage. (Filmstrip) Heartland AEA Media Center, Righter, Miriam. Iowa City Glass. Wallace-Homestead, 1966. 1980.75 frames, audiocassette; teachers guide (9, 10, 11, 12, 14) (Public library, School library, AEA 10) Iowa City Flint Glass Iowa's Precious Water. (16mm film) Iowa State University Media Manufacturing Co., 1880-1882. Resources, Film Production Unit, 1978.29 minutes (AEA 1, 5, 7, 9, Troeger, Jack Clayton. From Rift to Drift: Iowa's Story in Stone. 10, 12) Ames: Iowa State University Press, 1983. (Public library School Land Between Two Rivers: Series 1 and 2. (Video recording) Iowa library, AEA 1, 2, 10, 14) Iowa geology for non-scientists, Public Television, 60 min. (AEA 1, 2, 9, 12, 14) humorous in places. Last Pony Mine (Film, color) Iowa State University, 1971. 23 min. Books and Articles: Adult (Supplementary material: Iowa's Coal Mining Heritage) (State Bonney, Margaret. Land Between Two Rivers Part Two: A Guide Library, AEA 1, 2, 5, 7, 9, 11, 12) For Teachers. Johnston: Iowa Public Television. Material for use in A Sand County Almanac (Film, color), 1979. 15 min. (State Library) conjunction with the TV series.

Buxton: Work and Racial Equality in a Coal-mining community. Ames: Iowa State University Press, 1987. Buxton was unusual in its degree of racial equality.

Global Climate Change: Implications for Energy Policy in Iowa. Iowa Department of Natural Resources, 1989.

Groundwater Primer for Iowa Issues. Department of Natural Resources, 1989

Gwayne, Charles S. "B.H. Beane and the LeGrand Grinoid Hunters." Annals of Iowa 35 (1961): 481-90. (SHSI, Public library) Discovery of part of the geologic history of Iowa.

Iowa Soil: Digging Deeper, A Third Grade Unit on Soil. Iowa City: University of Iowa, 1985 (Iowa Hall) Developed for visit to Iowa Hall.

Iowa On The Move: A Fourth. Grade Geology Unit. Iowa City: University of Iowa 1985. (Iowa Hall) Developed for a visit to Iowa Hall.

Schwieder, Dorothy. Black Diamonds: Life and Work In Iowa's Coal Mining Communities 1885-1925. Ames: Iowa State University Press, 1983. (Public library) Study of several coal communities. Film, Filmstrip, Video

Coming Heritage. (Video Recording) Iowa Public Broadcasting Network, 1979.30 min. teachers guide. (AEA 1, 2, 5, 7, 9, 10, 11)

Ding Darling, Aldo Leopold and Wood Ducks. (Video recording) Iowa Public Broadcasting Network, 1980, 30 min. (AEA 12) 4-H/Ding Darling Project (Kit Includes one sound filmstrip, 122 -(setta?taeig asnepe of 6RaVer Vaa-pes

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Name Meaning

1. Panther Creek A. Natives made paint from the blue soil along its shore. 2. Maquoketa River B. Name of a tribe that lived in the area. 3. Floyd River C. A member of the cat family was killed nearby. 4.Mississippi River D. Native word for snake. 5. Skunk River E. Lewis and Clark named it after Charles Floyd, who died on their expedition. 6. Medicine River F. The father's name was Daniel. The son explored Iowa in 1835 with Albert Lea. 7. Nodaway River G. Translation of chicaqua, a native word for a smelly, striped animal. 8. Missouri River H. Means spiritual power to Native Americans. 9. Boone River I. Native word for the great river. 10. Blue Earth River J. Makwok means bear. Eteg means there are. Say the words together.

Answers: V-OI 3-6 il-8 G-L H-9 D-S f-z D-1

123 ThreatenedGraelecanterei %pectesta?-Neva

461/MeilS Bobcat, Grasshopper Mouse, Indiana Bat, Least Shrew, Plains Pocket Mouse, Red-Backed Vole, River Otter, Spotted Skunk, Woodland Vole. Strcrs Bald Eagle, Burrowing Owl, Common Barn Owl, Cooper's Hawk, Double-Crested Cormorant, Hens low's Sparrow, King Rail, Least Tern, Long-Eared Owl, Northern Harrier, Peregrine Falcon, Piping Plover, Red-Shouldered Hawk, Short-Eared Owl.

American Brook Lamprey, Black Redhorse, Blacknose Shiner, Bluntnose Darter, Burbot, Chestnut Lamprey, Freckled Madtom, Grass Pickerel, Lake Sturgeon, Least Darter, Orangethroat Darter, Pallid Sturgeon, Pearl Dace, Pugnose Shiner, Weed Shiner, Western Sand Darter. 6ttepttlesIvvpl?t)9tans Blue-Spotted Salamander, Central Newt, Copperhead, Crawfish Frog, Diamondback Water Snake, Earth Snake, Great Plains Skink, Masasauga, Mudpuppy, Yellow Mud Turtle, Ornate BOX. Turtle, Prairie Rattlesnake, Slender Glass Lizard, Speckled Kingsnake, Stinkpot, Western Hognose Snake, Yellow-Bellied Water Snake. Sitte,Rriltes Baltimore, Bunch-Grass Skipper, Dakota Skipper, Dusted Skipper, Mulberry Wing, Olympia Marblewing, Silvery Blue, Swamp Metalmark.

Source: Iowa Department of Natural Resources 124 happened.This map Whatshows would many of Iowa's rivers. Find where the stories in the Goldfinch you add to the map to show more river history? 0 .3* AO MI tir soilIndians for paintuse blue co effigyIndians mounds build (onMill cover) by Hawarden Will Chandler's sawmill fromSteamboats Dubuque carry mines lead Floyd's grave V e andLegend Pinnekon of Wapsie Maximilian reaches 0 nearLea buffalo camps Devil's Race-ground Pottawattarnie g\ Mill Joliet and Marquette De Soto Refuge siLlik14/1 Outfields follow path to villages snakeNodaway means cross theriver Pike unloads boat hugeMaximilian catfish catches to cross rapids Artwork by 4 lc Kay Chambersn%-) Name it, paint it, shape it First come, first name Most of us never get the chance to name streams or rivers. The first people to YOU ARE NOW explore or live near them usually named them. They often chose names of CROSSING people, animals, or plants that lived in the area, or called them after events TIN CAN CREEK that happened nearby. Pretend that none of the creeks, streams, or rivers near your home have names yet. You can name them whatever you like. You might name them after people (even yourself!) or after something that happened there once to you (like "Thin Ice Creek"). Draw a map of the waterways and the new names you have chosen. Do the old names still describe the waterways? For example, do maple trees still U grow along Maple Creek? But instead of renaming it "Tin Can Creek" (even if that's how it looks), perhaps you and your parents could organize a clean-up of the creek.

Paint a panorama In the 1850s Europeanswithout ever leaving Europecould watch the Mississippi River roll by in front of them. They were watching Henry Lewis's moving panorama. Henry Lewis was an American artist who painted the entire Mississippi onto a roll of canvas 12 feet high and three-quarters of a mile long. He showed the panorama to audiences in America and Europe. As he unwound the canvas from one roller to another, the audiences saw scenes of riverboats, Indian villages, bluffs, and townsfrom Minnesota to the Gulf of Mexico. Make your own panorama of a river or creek near your home. Cut an old white bedsheet into strips about two feet high, and sew them together. Use acrylic paints. They work best on cloth. (Instead of cloth you could use paper that comes on a roll. Ask at your butcher shop or art shop. Draw the scenes with felt markers or other paints.) Use cardboard tubes from gift wrapping paper for the rollers.

Make a salt dough map The map on the opposite page shows some of the river history from this Goldfinch. Choose your favorite part and make a salt dough map of that area. You will need a large piece of wood or cardboard and a lot of salt dough. (Use the recipe on the right to make the salt dough.) Pat the dough onto the board to form the land. Mound the dough into hills or bluffs, and scoop out the rivers and streams. Then fill in the details. For the Missouri River you could use sand and twigs to show the sandbars and snags that made the river so treacherous. Use pieces of gravel for the Des Moines Rapids on the Mississippi. Use your imagination and whatever you can find to show the history of the river. How could you show the Bertrand sinking? How could you show Albert Lea's description of his campsite near the Skunk River (on page 5)?

13 127 What happened I'm starving. IF to the water? Where's supper?

HAVE THE RIVERS changed since the explorers 4_N canoed up and down them? Yes, they certainly have. Some of the changes are from people using the rivers. Some of the changes are from people abusing (or harming) the rivers. The changes have been the hardest on the animals, fish, and fowl that live in Iowa. Let's look at some of the changes.

It's so murky now only about half a million do. People have drained the marshes that attracted the wildlife. They farm the down here. I drained land or build on it. The wildlife must search for can't see a thing. another place to find food and make nests. Dirty water Water becomes polluted when anything harmful enters it. The chlorine in drinking water and the chemicals from factories are harmful to the fish when the used water is flushed back into the river. They are harmful to us when we eat the fish. But most water pollution in Iowa comes from farming. Farmers use fertilizers to make their crops grow better. They use chemicals that kill weeds and insect pests. But rain can wash the fertilizer and Slow water chemicals off the land and into the streams and rivers. Iowans have built dams on the Mississippi and some The fertilizer makes water plants (like algae) grow in smaller rivers. The dams have many purposes. They the water. The algae leaves less open space for boating help control the water when floods occur. They hold and swimming. It takes oxygen away from the fish who back or save water if a drought, or dry season, is need it to breathe. Soil washes into the rivers, too, and expected. They turn the energy of the running water settles on the bottom. Then the water is not deep into electricity for communities. They make the water enough or clear enough for fish to live in. deep enough for boats to travel easily. But when you build a dam, you control the speed of the water flowing through it. The water slows down and becomes murky (or not clear). Fish that find their food by touch or taste can live in murky water. But some kinds of fish search for food with their eyes. And other Gasp! I kinds of fish need fast-flowing water. These kinds can no longer live in rivers with many dams, like the can't breathe. Mississippi. 0 No water The Missouri and Mississippi valleys are important routes for migrating waterfowl each spring and fall. Along the rivers there once were many marshes where the birds could nest and find food. Years ago, 7 to 10 million ducks stopped on the Upper Mississippi, but

14 128 How tocare fora river

Ah.. . Food ahead! HOW DO YOU save a river? Iowans have found many ways to take good care of the water, the wildlife, and the history of their streams and rivers. Here are some of the ways. Save the soil! Farmers can plow their fields in certain ways to stop the soil and chemicals from eroding or washing into Feed the birds! streams. After farmers harvest a crop, the old In 1960 the Army Corps of Engineers cut a new channel cornstalks or soybean plants are left in the field. If for the Missouri River. That made traveling on the river farmers use moldboard plows, the stalks are buried as easier. The new channel blocked off the seven-mile the soil is turned over. But farmers can use chisel plows bend in the river where the steamboat Bertrand had that do not bury the stalks. More of the stalks are left on sunk years ago. This turned the U-shaped loop of river top of the ground. They help hold the soil in place into a U-shaped lake. The federal government set aside during rain and winds. almost 8,000 acres and called it the DeSoto National Farmers plow and plant in rows across the hills Wildlife Refuge. instead of up and down the hills. Rows running up and The refuge includes the lake, marshes, prairie, down would make little ditches in which the rainwater woods, and fields. Every autumn, 140,000 snowgeese would run down easily, taking topsoil with it. Rows and blue geese and 125,000 ducks stop over at DeSoto across the hill make little edges that stop the water from on their way south. Loons, pelicans, herons, and washing away. hundreds of other birds make their homes at DeSoto. Some farmers grow their crops without fertilizers or Farmers plant extra crops and leave some for the birds chemicals that kill insects and weeds. Then there are no to eat. The staff at the refuge build nesting boxes. They chemicals that can wash into the rivers and streams. restore sandbars to encourage endangered birds to live there. Revive the rivers! Other animals live at DeSoto, toolike bald eagles, Communities can join the Mississippi River Revival. raccoons, beaver, muskrat, and mink. Deer and coyote (A revival brings something back to life.) Iowa towns roam the fields of prairie grass. like Lansing, McGregor, Bellevue, and Dubuque have Visitors are welcome at the DeSoto Refuge. There already held festivals. Any town on the Mississippi or are places to gather mushrooms in the spring and to ice on its tributaries (rivers that flow into the Mississippi) fish in the winter. In the summer people can camp, can join the revival. swim, and hike on the nature trails. They can visit the A folksinger named Larry Long first had the idea for museum where the artifacts from the steamboat the revival. In 1981 he had worked on the Clearwater Bertrand are on display. Project in the state of New York. The goal there was to clean up the polluted Hudson River. Watch the rivers on television! When Larry returned to the Midwest he wanted to Iowa Public Television has filmed four special shows clean up and revive the Mississippi. So he started the on Iowa riversthe Des Moines, the West River Revival. Nishnabotna, the Little Sioux, and the Upper Iowa. In 1984 over 15,000 people attended the festivals The broadcast dates are Mondays (May 6, 13, 20, and along the river. There were folksingers, rock 27) and again on Sundays (May 12, 19, 26, and June 2). musicians, puppet shows, children's plays, and canoe Videotapes of the series, called "The Land Between rides. People learned about the problems of the river the Rivers," will be available for use in classrooms. and how they could help solve them. They hauled more If you would like to learn more about Iowa history than 20 tons of garbage out of the rivers. A lot of the and its rivers, visit your local library or historical garbage was aluminum cans that factories could society. The people there can help you find out more recycle. about the rivers and streams in your part of the state. o

129 15 The Art and Soul of the Land

Grade Level 411) Class Periods09

Goals/Objectives/Student Outcomes: Leopold family moved from New Mexico to Madison, Wiscon- sin. In 1931 Leopold published the Report on a Game Survey of Students will: the North Central States, the most comprehensive listing of Learn about conservation achievements through wildlife conditions in the United States, followed by Game the unique work of three conservationists, who all Management, a handbook that is still highly regarded today. have roots in Iowa. After these two accomplishments he gained the title "father of game management" and soon became the chairperson of the Be able to recognize the distinctive communica- nation's first Department of Game Management (later to tion styles used by each conservationist. become Wildlife Management) at the University of Wisconsin. Observe how personal experiences affect behav- In 1935 Leopold purchased "an abandoned, worn-out farm" iors by examining the lives of three Iowans involved along the Wisconsin River where he and Estella and their five in conservation. children spent weekends restoring the land and contemplating ethics and the land. Leopold may most popularly be known for Apply their thoughts on conservation through one his collection of essays, A Sand County Almanac. Other of two artistic media. conservation causes Leopold became involved with include: establishing the Wilderness Society; serving on various presidential committees concerning conservation; serving as Materials: advisor to the United Nations on conservation; and promoting the idea of managing animals in their habitat. As both a 1. Posters or overhead transparencies of Ding Darling cartoons. teacher and a parent, Aldo Leopold exemplified a life devoted These can be found in the 4-H Ding Darling materials refer- toward understanding and loving the land. His ideas provided enced in the resource section. Another source would be a book a basis for the growing field of ecology. He died April 21, 1948, on collections of his cartoons. One such book is Ding's Half while helping fight a grass fire on his neighbor's farm. Century. Jay Norwood Darling was born on October 21, 1876 in 2. An essay of Aldo Leopold's from A Sand County Almanac or Norwood, Michigan. His parents, Marcellus and Clara, had a collection of his notable quotes. recently moved there so Marcellus could begin work as a 3. Entries from Althea Sherman's "Bird Journal." minister. In 1886 the family moved to Sioux City, Iowa. Darling began his college career at Yankton College in South Dakota in 1894, transferring to Beloit College in Wisconsin the following Background: year. There he became art editor of the yearbook and began signing his work as a contraction of his last name, "D'ing," a Three people with strong Iowa connections who were also nickname that stuck. conservation leaders are Aldo Leopold, Jay Darling, and Althea Sherman. In 1900 Ding became a reporter for the Sioux City Journal. Following his marriage to Genevieve Pendleton in 1906, he Aldo Leopold was born on January 11, 1887 in Burlington, began work with the Des Moines Register and Leader. In 1911 Iowa, to Carl and Clara Leopold. Leopold received his masters he moved to New York and worked with the New York Globe degree in forestry from Yale in 1909 and then began a career but returned to Des Moines in 1913. Three years later, in 1916, with the U.S. Forest Service in Arizona and New Mexico. Aldo he returned to New York and accepted a position with the New and Estella Bergere were married in 1912. By 1915 he had York Herald Tribune. By 1919 Darling returned a final time to written the Game and Fish Handbook, a management guide Des Moines where he continued his illustrious career as a for forest service rangers and in 1917 followed this with the cartoonist, twice receiving the Pulitzer Prize for cartoons. Watershed Handbook, which included information on preventing soil erosion. His cartoons were carried from 1917-1949 by the New York Herald Tribune syndicate. Although Jay "Ding" Darling is most At his urging the Forest Service set aside the first wilderness widely known for his political and conservation cartoons, he area in 1924 (the Gila Wilderness area). Also in 1924 the also drew the design for the first Federal Duck Stamp. He was j 0 actively involved in many conservation causes, even serving as ing her training as an artist. She taught at Carleton college in an officer in some. He was a member of the Iowa Fish and Northfield, Minnesota, studied with the Art Student's League in Game Commission, chief of the Bureau of Biological Survey New York City, moved to Wichita to be near her sister, and under Franklin. Roosevelt's administration, helped form and eventually returned to National to help care for her ailing served as the first president of the National Wildlife Federation, parents. Her father died in 1896, her mother in 1902. From helped establish the Iowa State Teachers Conservation Camp, then on, Althea remained in National, sharing the family home and developed the Cooperative Wildlife Research Unit at Iowa with her sister, Dr. Amelia Sherman. State College (now Iowa State University). Ding died February 12, 1962. Unfortunately, National did not provide many opportunities for Althea to excel in her professionthe study and teaching of Althea Sherman [based on an excerpt from Sharon E. Wood, art. In her search for activities to occupy her, Althea rediscov- "Althea Sherman and the Birds of Prairie and Dooryard: A ered the birds she had loved in girlhood and began to redefine Scientist's Witness to Change," The Palimpsest 70 (Winter her profession. In 1900 she referred to herself as a "teacher of 1989): 164 -185.) art" but by 1910 she was listing her occupation as "bird study at home." Althea Sherman was born October 1853 in Farmersburg Township, Clayton County, Iowa, the fourth of Mark and Although Althea Sherman got a late start in ornithology, her Melissa Clark Sherman's six children. Mark and Melissa Clark career spanned nearly three decades and included the publish- Sherman had moved west to Wisconsin and then settled in ing of more than seventy articles and notes on ornithology, Iowa after Mark, a tanner and shoemaker, was displaced from animal behavior, and natural history. Her articles were found in his occupation by the large factories which had sprung up on some of the most prestigious scientific journals of the day the east coast. The Shermans were quite prosperous in Iowa. the American Ornithologists' Union's Auk, the National After buying land in Farmersburg Township in 1844 they Audubon Society's Bird Lore, Report of the Smithsonian purchased land on a Mexican War land warrant for institution, Journal of Mammology, and the British Agricultural seventy-nine cents an acre. By 1850 the property was valued at Magazine. What Althea Sherman had lacked in scientific $2500. In the next ten years, Mark Sherman's estate would training she made up for through extensive self-education. quadruple in value and would require the assistance of three farmhands to farm the 267 acres. Mark Sherman retired from She subscribed to a variety of scientific journals and studied farming in 1866 and the family moved to a new home at the them carefully. She joined scientific organizations and corre- south end of Main Street in the nearby town of National, Iowa. sponded with other researchers. She published her first article in 1905 at the age of 52 and just seven years later was elected Ironically, Althea Sherman would later write regretfully of the to the rank of 'member' of the American Ornithologists' Union. prairie life that vanished under the pressures of agricultural Only 100 people were allowed to hold the rank and Althea was development, although it was Mark Sherman's agricultural the fourth woman to receive this honor. The ultimate compli- prosperity that lay the groundwork for her career in science by ment to Althea Sherman's work was her inclusion in the third enabling Althea to obtain the best education available to a edition of American Men of Science in 1921, when shewas young woman of her generation. Later his estate would nearly seventy. provide financial security for her old age and money to support her research. In recent years her work has been dismissed as naive or unimportant, more description than interpretation. Unfortu- Althea's education began in the common schools of nately, most of the articles she published were produced in the Farmersburg Township. Unfortunately, high schools were rare first fifteen years of her work, when she was simply recording in the 1860s and Althea and her older sisters Amelia and Ada her observations. Then, just as she began to produce the kind traveled over forty miles to the academy at Upper Iowa of interpretations that make a real contribution to scientific University in Fayette to prepare for college. After the money knowledge, her body began to fail. She was unable to com- and effort Mark and Melissa Sherman had invested in sending plete and publish many of her best studies. their daughters to Fayette, college was a natural next step. So in 1869 Althea, Amelia, and Ada enrolled in the oldest and best Sherman's articles and her written journals give poignant coeducational college of the time, Oberlin College in Ohio. observations of the changes that occurred during her There Amelia and Ada began preparing for careers in medicine ninety-year life. Using her keen powers of observation (en- and Althea devoted herself to the study of art. hanced by years of training as an artist) she meticulously documented the native plant and animal species that vanished At the time, Oberlin College maintained two separate degree with increased agricultural development, the new species that tracks: a classical course and a less-rigorous literary course. replaced them, and the changing weather patterns that Naturally it was assumed that only men would choose the affected not only crops but also the birds and animals that classical course but a few highly motivated women, including shared the land with farmers. Because much of her workwas Althea Sherman, chose to pursue this more challenging and done in the years before widespread use of high-speed prestigious course of study. Later, Sherman attributed her cameras, her drawings of some of the species she studied are success as a scientist in part to the training in Latin and Greek all that remain of the flourishing wildlife of the time. she had received in Oberlin's classical course. But Althea Sherman didn't just write about birds, she created Althea Sherman graduated from Oberlin in 1875, taught school new ways to study them. She designed an observation blind, a for a while, and returned in 1882 to seek a master's degree. variety of nesting boxes, and a remarkable 28-foot tower For a few years she alternated between teaching and further- containing a false chimney to facilitate her study of chimney 131 The Art and Soul of the Land

continued

swifts. All these she built on the property she shared with her She also made provisions for the preservation of her note- sister. books, drawings, and paintings by the state, and endowed a professorship at Oberlin College, "to be occupied by a Profes- For her favorite bird, the flicker, Sherman designed nesting sor who shall each year give some special instruction in the boxes so she could monitor the incubation period of eggs, the study of birds." feeding habits of parents, and the weights of eggs and nestlings, among other things and in the marshy ravine on the Her notes and drawings were preserved and Oberlin received west edge of the property she erected a wooden blind to study its endowment, but the bird sanctuary never materialized. rails, marsh wrens, screech owls, and sparrow hawks. This blind Sherman's heirs refused her conditions, and the land was became the site of a nesting box that attracted two species of eventually sold off. predatorsfirst screech owls and then sparrow hawks, allowing Sherman to be the first person to publish first-hand If you visit Althea Sherman's grave today, you will find only a observations of the nest lives of these species. single mound of birdfoot trefoila yellow-blossomed immigrant from Europebreaking the smooth expanse of green. If The best known of her "laboratory" equipment was the tower you listen very carefully you may hear the whirring of insects she built in 1915 to aid her study of the chimney swifts. The and the rusty voice of a crow, high above in the evergreen tower was 9 feet square and 28 feet tall. Inside was an grove nearby. Otherwise, the air is silent. artificial chimney that ran down the middle of the tower to a depth of 14 feet. Platforrn, stairs, and specially-designed windows gave views of the interior of the chimney, where the Procedure: swifts nested. Sherman was especially pleased with her design 1. Display two or three of Ding Darling's cartoons on the for the windows. They were made of two panes of glass overhead or as posters on the wall. Ask students to observe meeting in a wide 'v' shape that jutted into the chimney in these and to try to describe their feelings upon seeing them. such a way that she could put her head into the opening and Allow students to write down or express aloud their interpreta- look 'to the bottom or to the top of the chimney...without tion of the intended message of each cartoon. unduly frightening the birds.' 2. Distribute the Ding Darling cartoon "What that Mud in Our Sherman also was famous for her campaign against Rivers Add Up to Each Year." The editorial cartoon was done by house-wren boxes. She even went so far as to call teachers Darling between 1946 and 1950 as part of a series of editorial who encouraged students to build them "criminal." The house comments on the rapid depletion of our agricultural lands. wren is among the most territorial of all common birds. When Today's numbers would read "200,000 160-acre farms are now a pair chooses a nesting site, they search out all other nests moving down rivers." Ask students how the cartoon would nearby and destroy the eggs. House wren populations can be make you feel if you were a farmer, politician, tree, wildlife, devastating to chickadees, titmice, nuthatches, bluebirds, other blade of grass, stalk of corn, sunlight, etc. wrens, vireos, and small songbirds. 3. Read several quotes or a brief essay from Aldo Leopold's The boxes protect house-wrens from their natural enemies, book, A Sand County Almanac. Ask students to react to his encouraging a disproportionate number of wrens to breed, work through the following questions. What emotions were rapidly displacing other species. Althea wrote angrily, "I am stirred in you as you read or heard these quotations? What being wronged, defrauded, cheated out of my rights to the message was the author intending for the reader? pursuit of happiness by the maintainers of wren boxes to the north of me." 4. Share some background about each of the three Iowa conservationists. Be sure to include the fact that they spent Throughout the time that her occupation was "bird study at much of their early childhood outdoors exploring and learning home" Althea and her sister purchased many of the surround- about the world around them. What might they have seen? ing houses as they became available, so that "the birds in an Also inform them of their Iowa connections and any other unmolested state tenanted the deserted homes of man." In her pertinent information you would like them to know. Stress the will she designated the National Cemetery Association her heir, point that while these three were young, Iowa was still or if they refused the conditions, the State of Iowa. The developing. More and more people came to Iowa to claim land conditions were these: and begin farming, the railroads were gaining strength and "that the old Sherman homestead together with the 'mill-lot' popularity and prairie wetlands were being transformed into be kept in a condition attractive to birds much as it has been farmland. during my lifetime. That the House Wren not be allowed to 5. Discuss how the experiences of Darling and Leopold may breed there, not the Screech Owl, nor other conditions allowed have influenced their artistic expressionsthe cartoons that that will unfit it to be a bird sanctuary." 132 we see and the words that we read. Have students consider Resources: how their own upbringing and experiences affects how they view the land, wildlife, and conservation in Iowa. Aldo Leopold. A Sand County Almanac. Oxford University Press, 1949. 6. Display two or three of Althea Sherman's bird drawings from the Palimpsest article. Discuss how her childhood and back- Curt Meine. Aldo Leopold: His Life and Work. Madison: ground influenced her technique. Discuss the students' University of Wisconsin Press, 1988. reactions to her drawings. David L. Lendt. Ding: The Life of Jay Norwood Darling. Ames: 7. Read several passages from Althea Sherman's "Bird Iowa State University Press, 1984. Journal." Ask students to react to her writing and observations Jay N. Darling. Ding's Half Century. Des Moines: Meredith through the following questions: What emotions were stirred Publishing Company, 1962. in you as you read or heard those passages? What message was intended for the reader? Gary Laib. Lessons in a Land Ethic: Teacher's Guide with Student Activities. Leopold Education Project, 1991. 8. Discuss why Althea Sherman tried to build an observation tower in her hometown. Why wasn't she successful? Marybeth Lorgbiecki. Of Things Natural, Wild, and Free. Minneapolis: Carolrhoda Books, Inc., 1993. 9. Compare and contrast the conservation ideals of all three Iowa conservationists. Ask students to imagine conversations "Natural Resources." The Goldfinch 5 (February 1984): 6-7, between the three conservationists. Perhaps the studentscan 10-11. write and perform skits or otherwise share their work with each other. "Iowa's Environment." The Goldfinch 15 (Summer 1994). Sharon E. Wood. "Althea Sherman and the Birds of Prairie and Dooryard: A Scientist's Witness to Change." The Palimpsest 70 Assessment of Outcomes: (Winter 1989): 164-185. 1. Class discussion and questions will allow assessment of Prophet For All Seasons. Video. understanding how experiences influence attitudes and behavior. Wisconsin Academy Review 34 (December 1987).

2. Use of several cartoons and quotes will allow students to Stephanie Wald and Jim Pease. "4-H Ding Darling Soil, Water, get a flavor for the distinctive styles of both Leopold and Wildlife Project." Cooperative Extension Service, Iowa State Darling. University, 1983.

3. Check to see that the cartoons or essays written by students reflect an attitude toward or feeling about conservation.

Extensions and Adaptations: Have students interview grandparents or parents to find out about their outdoor experiences while growing up. Have the students find out if the experiences of these older people influenced their attitudes toward our land and conservation. In what ways?

Ask students to pretend they are newspaper reporters who write articles about farm news. Write the story that would be printed along with one of Ding Darling's cartoons.

Encourage students to draw a cartoon of something they care about.

Ask students to write to the Iowa Department of Natural Resources and ask for information about the Iowa Resource and Enhancement Program (REAP). Collect articles about the program and discuss what the program does and why it is controversial in Iowa.

Research to learn about the lives of other Iowans who madea significant impact on the conservation of our land and wildlife. Are there individuals in the students' own community whoare working to conserve land today? 133 Ding Darting

As a small boy Jay Norwood "Ding" Darling once shot a wood-duck in nesting season. He was punished by his Uncle John, who wanted Jay to learn that shooting ducks during the nesting season meant fewer ducks the next year. Hunting ducks in the proper season and shooting only as many as were needed for food was a better practice. This was Ding's first lesson in conservation. Ding was born in Norwood, Michigan in 1876, but spent most of his early years in Sioux City, Iowa. Roaming the prairie, Jay grew to love nature and The first Duck Stamp, issued in 1934, appreciate wildlife. As Ding later said, "Those were the days join in a research program for the the sale of a federal stamp to when the Golden Plover came conservation of wildlife. He even every hunter of migratory in great flocks and moved across pledged some of his own money waterfowl. Ding drew the first South Dakota. From early spring for the program. This team stamp in the series. The money until the Prairie Chicken sought developed a twenty-five year from the sale of the stamps was cover in the fall along the thickets conservation plan, one of the first to be used to manage wildlife bordering the creeks and long-range plans in the nation. refuges and to enforce hunting marshes, my mind has been When Ding later became Chief of rules. filled with pictures which have the Biological Survey, he helped Ding believed the best way to never been erased." spread the idea of this future encourage conservation The feelings that began in planning nation-wide. practice was through education Ding at an early age did not leave After seeing Ding's work in and the press. Although Ding him when he became a famous conservation, President already reached people through cartoonist. Except for a brief time Roosevelt asked him to head the his cartoons in the newspapers, in New York, he lived in Iowa and Biological Survey. Ding began he felt the public needed to learn worked for the Des Moines the work in his usual energetic more about conservation so they Register. Ding believed proper way. To make sure ducks would could help, too. Ding helped form steps were not being taken to always be plentiful, Ding the National Wildlife Federation. protect land and wildlife, so he enforced strict duck-hunting This larger organization brought used his job as a cartoonist to laws. Ding also knew more together many little groups to draw attention to the strong need money was needed to develop educate people. Ding served as for conservation. programs to help wildlife survive president of the group for the first Darling did not stop withand grow in numbers. He three years. drawing cartoons. He persuaded managed to get seventeen After Ding gave up the Iowa State College (now Iowa million dollars for "his ducks." presidency of the federation, he State University) and the Iowa Another way Ding raised funds was made its honorary Fish and Game Commission to for conservation while he was president. He still wrote for the Chief was through the Duck Golden Plover/Prairie Chicken birds living in the prairie Stamp Act. The Act, which the migratory adj.moving from place environment. government passed, required to place. federation and sometimes even After his retirement Ding conservation programs. He became angry when he felt the continued to support plans for believed everyone could be a organization was working for the the conservation of land and conservationist in their own way. wrong things. In 1961 he agreed wildlife. Using the talents he had Ding loved nature, and he with his friend, Walt Disney, to as a cartoonist along with his wanted to preserve it so serve as co-chairman of National love of wildlife, Ding spent his everyone would have a chance Wildlife Week, which was entire life bringing attention to to enjoy it as much as he did. sponsored by the federation. the need for planned Pam Geary Beck

WHAT THAT MUD IN OUR RIVERS ADDS UP TO EACH YEAR

135 Coot, Ctear Water

When the pioneers settled in The most common method of In the early 1890s fish in the Iowa, they could drink water getting rid of waste was to dump Iowa River began to die. Sewage fresh from the sparkling streams. it directly into a stream. As more from a meat-packing plant and a Pollution was not a problem, people came to Iowa, more starch manufacturer in the city of because nature could rid itself of sewage, garbage, and industrial Marshalltown was causing the a small amount of waste. The wastes were dumped into rivers. problem. When the Iowa River natural flowing and stirring of In the 1800s and 1900s cities water level dropped, there was water mixed and diluted waste and industries began to develop. not enough water to dilute the material, moving it into deeper They dumped their wastes into waste, and the fish died. areas. rivers, too. There was so much In 1923 a law to control these raw sewage and waste in lakes kinds of pollution problems was diluted v.thinned by mixing With and rivers, the water was unsafe passed. Streams and rivers were water. to drink. studied to learn how badly they were polluted. Cities that dumped a lot of waste into rivers and lakes were required to build sewage treatment plants. Some sewage treatment plants were built even before the 1923 law, as concern over pollution grew. The first successful plant was built in Washington, Iowa in 1886. Pipes carried sewage and water waste from homes, schools, and factories to a sewage treatment plant, where the wastes were treated. When cities became larger and produced more waste, the treatment plants could not keep up with the added load. Polluted water still flowed into Iowa rivers. Pollution from cities and industries that can be traced to a specific source is called point-source pollution. Pollution that cannot be linked to a direct source is called non-point pollution. In recent years the most serious non-point pollution has been caused by agricultural

sewage treatmentin cities, heavier solid material is removed 0 from collected wastes. Most of the harmful organisms in the liquid wastes are destroyed. Then the liquid is discharged. runoff. Farmers use many chemicals to fertilize their crops or to eliminate weeds and pests. Rain water washes across the soil, which contains the chemicals. As this water runs into lakes and streams, they become polluted. Because this kind of pollution happens across large areas of land, it cannot be said to come from just one source or point. In addition to rivers and streams, groundwater sources can also be polluted by non-point sources. Chemicals move into groundwater as water seeps into the earth after a rain. Over three-fourths of Iowans rely on groundwater sources, as well as over half of Iowa's industries. Soil conservation practices help stop some of the agricultural chemicals from reaching groundwater sources, but not enough people have used these techniques to make a difference yet. Another cause of pollution comes from the lead in automobile exhaust. The lead is deposited on the streets, and rain washes it into lakes and 0 rivers. Since the lead comes from many different places in the a. city,itis also considered non-point pollution. This increases the amount of been made, however. Cooling Power plants that produce water power plants must use. ponds and towers hold the water energy use the greatest amount Although only a small part of this until it cools down and can safely of water in the state. Water is water is lost when it evaporates, be put back into the river. needed to cool the condensers getting rid of the heated water is At one time the Iowa region of steam-electric plants. Each a problem. Very hot water can kill had a good supply of water. year Iowans use more electricity. animal and plant life,ifitis People and their activities have dumped directly into a river. This groundwater n.water below the created serious water problems. earth's surface. is an area where progress has Without a supply of clean water, there can be no future for living condenser n.coiled tube or other things in the state. device for cooling gases to turn evaporate v.a change from solid Pam Geary Beck them into liquids. or liquid into vapor.

137 The Land: Plants and Animals

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: occurred between Iowa's border rivers. It is estimated that 99.9 percent of our original prairies has vanished, while approxi- Students will: mately five percent of our original wetlands remains. Such Learn how Iowa's land has changed since the time statistics indicate that Iowa is one of the most biologically of settlement. altered states in the nation. Recognize some plants and animals that were In A Country So Full of Game, James Dinsmore reports that of abundant 150 years ago that are no longer here 456 vertebrate species (mammal, bird, reptile, amphibian, and fish) living in Iowa at the time of European settlement, 29 are today. now extirpated. In addition, 38 species are endangered and 19 Explain the differences between prairie, wetland, are threatened. It is clear that as habitats change so too do the and woodland. numbers and species of animals that can survive. In 1948 University of Iowa Professor of Natural Science Bohumil Shimek wrote the following about Iowa (see p. 122 of Materials: Iowa's Natural Heritage): 1. Paper "There were then still miles upon miles of almost undisturbed timber, fine white oaks predominating on the uplands, the hard 2. Research materials, including historic accounts of Iowa's maple occasionally dominating the river-bluffs, and the red plants and animals: cedar finding an anchorage on the limestone ledges, while the Local county histories black walnut and various softwood trees occupied the narrow Journals from early explorers and settlers bottom lands. Books listed in resource section Nor did plant life furnish the only interest. The wild turkey persisted, at least as late as 1886, the drumming of the ruffed Background: grouse, now almost extinct, was one of the most familiar The landscape of Iowa plants and animals today greatly differs sounds in our woods, and the passenger pigeon still came in from that of 1846, the year of statehood. As more people came great clouds to seek shelter amid the oaks of our uplands. to the state to live and work, significant changes occurred in There were still remnants of prairies, even in eastern Iowa, and the diversity of the native flora and fauna, largely due to the in the year 1882 the writer found large areas of native prairie alteration and destruction of many natural habitats. in the counties north and northwest of Wright County, and for While through the years many species native to Iowa have more than 20 years thereafter (in constantly diminishing disappeared, other non-native species have been introduced to amount) in the Northwestern part of the state. the area's biological communities. Plants or animals that have The waters, too, were largely unchanged. The mania for disappeared from a biological community are either extinct or draining every wet spot had not fully developed, and there extirpated. Extinct species are no longer found on earth. were oxbow lakes along our streams, then still undisturbed Extirpated species are no longer found in a certain area. For and unpolluted." instance, since 1914 passenger pigeons have been extinct, whereas bison are extirpated from Iowa. The amount and kind of animals that can live in an area depend upon the amount and kind of plants that inhabit the At the time of European settlement, Iowa's landscape was area. Although there are a number of reasons why plant and dominated by prairie. It is believed that 85% of the state was animal populations change, many of those changes in the past covered with a prairie mosaic of grasses and flowering plants. 150 years have been determined by humans. People introduce Wetlands were interspersed among the prairies, and forested non-native plants and animals both purposefully and acciden- areas existed along streams and rivers. tally. Extirpations and extinctions have been caused by human Once the agriculturally rich soil created by the prairie was activities such as habitat alteration, overhunting, introduction discovered, a rapid transition from wild land to cultivated land of non-native competitor species, and mismanagement. j.3 The following lists indicate species that have been introduced ber 1985) and "Iowa's Environment," The Goldfinch 15 to or extirpated from Iowa. (Summer 1994): 8-10.

Introduced Plants and AnimalsA Partial List Visit a native prairie or wetland to see first-hand the diversity Ring-necked pheasant Alfalfa of the land. Discuss how rare prairie plants have become. Gray partridge Dandelion Emphasize that they are visiting a place of historic signifi- Starling Crab grass cancea part of Iowa's natural heritage. European carp Green foxtail White amur (grass carp) Kentucky bluegrass Encourage students to read early settlers' accounts that Norway rat Oats include descriptions of Iowa's plant and animal life at the time. Zebra rat Purple loosestrife A particularly good source for this might be your county history book available at your local public library or the State Histori- Extirpated Species cal Society of Iowa. Bison Whooping crane Black bear Long-billed curlew Learn more about extinct, endangered, extirpated species. Mountain Lion Marbled godwit Plant a Prairie (see attached instructions). Gray wolf Have a discussion or ask students to write essays about what it means to change the environment. What are benefits to Procedure: changing the environment? What are the drawbacks? Who might win when the environment is altered? Who might lose? 1. Invite students to imagine they are traveling with their families to a new home in Iowa in the year 1846. Ask them to Give students an oral history assignment. Students can draw a picture of what they believe they would see as they interview older residents in their communities and ask them to travel. describe the area when they were children. Compare the results of these interviews with others conducted by students 2. Display the artwork around the room and compare and and using their parents and high school students as sources. contrast what students have placed in their drawings. Look to see what plants and animals the students encountered.

3. Begin a discussion about how Iowa has changed in appear- Resources: ance since 1846. Share with students parts of the background information included with this lesson. Then have the students James J. Dinsmore. A Country So Full of Game: The History of Wildlife in Iowa. Iowa City: University of Iowa Press, 1994. research what Iowa looked like in 1846. Iowa's Natural Heritage. Iowa Natural Heritage Foundation and 4. Talk about the characteristics of each of Iowa's main Iowa Academy of Science, 1982. biological communities: prairie, wetland, and woodland. Students should understand that different environments Mary Norton and Jay Norton. "Project Land Stewardship," 1992. sustain different life forms. Ask the students to list at least Iowa Association of Naturalists. Biological Communities Booklets, three plants and three animals that were found in each of the 1993. (Copies of this resource can be obtained through the Iowa three environments. This might be done best in chart form. State University Extension Publication for $1 each; also check school and public libraries for copies as well as local county 5. Ask the students to draw another picture using their new conservation boards.) information about Iowa plants and animals 150 years ago. This time have them select one of the three communities and draw 1. Iowa's Biological Communities, Dan Cohen, 1993. two adjacent views of the land as it would have appeared in 2. Iowa Prairies, Dan Cohen, 1993. 1846 and as it appears today. 3. Iowa Wetlands, Dan Cohen, 1993. Assessment of Outcomes: 4. Iowa Woodlands, Dan Cohen, 1993. The art work from the "imagining Iowa in 1846" and "how 5. Iowa Waterways, Dan Cohen, 1993. Iowa looks today" exercise will be displayed and the class will Stephanie Wald and Jim Pease. "4-H Ding Darling Soil, Water, discuss the reasons for differences in the drawings. Wildlife Project." Cooperative Extension Service, Iowa State University, 1983. List three plants and three animals that were found in Iowa's main biological communities: prairie, wetland, and woodland. "Life on the Prairies." The Goldfinch 7 (November 1985).

"Iowa's Environment." The Goldfinch 15 (Summer 1994). Extensions and Adaptations: Have students read background material before they visit a prairie or wetland: For prairies: "Life on the Iowa Prairies," The Goldfinch 7 (November 1985) and "Iowa's Environment," The Goldfinch 15 (Summer 1994): 18-20. 139 For wetlands: "Life on the Prairies, The Goldfinch 7 (Novem- Map Game You are a settler in 1875 in northwestIowa. To decide what landto buy, play this game. This map shows features createdby nature (rivers, timberland,and sloughs). It also shows features created by people(roads and boundaries). Iowa is dividedinto counties, townships, and sections. Thismap shows Belmond Township and PleasantTownship in Wright County. Each township has36 sections.

KEY 0...0...3 ...-- 07.4.17 .0 f0. Oa 0 0 . 0 4 ° -2 o 7 0.. . 6A , o° 0.*5° 3 2 :070 0 0

timberland 7 *VIA,8 9 70 I 7 7 72 7 8 9 10 17 12

ctik 0. 0 .. 78 I 77 16 75 74 . 13 I7 77 ) ° 76 15 14 73 slough o° ° 00 ii 0 ° ,,I 79 20 I 27 22 23 24119 2 0-:1 27 22 23 24 BELMOND II g PLEASANT r;7v wagon road ,1 , 0 0 30 2. 9 ,,.28 27 26 25it30 A:29 28 27 26 25 ,.:zf''.:; . I 0° river 37 32 33 34 35,4. 36 37 e >32 33 34 35 36

1. Which township has more timberland'? Kay Chambers 2. Which township has sloughs'? 3. If you settle in Section 32 of PleasantTownship, will you livenear a slough ornear timberland? 4. Why does the road curve in Section 8 ofBelmond Township? 5. In which township is the Iowa River? 6. Where else would you find timber besidesat the places marked on the map9 7. Which land would probably cost morelandin Section 17 of Belmond TownshiporSection 17 of Pleasant Township? Why? 8. How many miles wide is Pleasant Township?(Hint: Each section is onemile long.) 9. Mark the section where you would liketo buy land. THREATENED AND ENDANGERED SPECIES IN IOWA

Mammals

Bobcat Orangethroat Darter Grasshopper Mouse Pallid Sturgeon Indiana Bat Pearl Dace Least Shrew Pugnose Shiner Plains Pocket Mouse Weed Shiner Red-Backed Vole Western Sand Darter River Otter Spotted Skunk Reptiles and Amphibians Woodland Vole Blue-Spotted Salamander Birds Central Newt Copperhead Bald Eagle Crawfish Frog Burrowing Owl Diamondback Water Snake Common Barn Owl Earth Snake Cooper's Hawk Great Plains Skink Double-Crested Cormorant Masasauga Hens low's Sparrow Mudpuppy King Rail Yellow Mud Turtle Least Tern Ornate Box Turtle Long-Eared Owl Prairie Rattlesnake Northern Harrier Slender Glass Lizard Peregrine Falcon Speckled Kingsnake Piping Plover Stinkpot Red-Shouldered Hawk Western Hognose Snake Short-Eared Owl Yellow-Bellied Water Snake

Fish Butterflies

American Brook Lamprey Baltimore Black Redhorse Bunch-Grass Skipper Blacknose Shiner Dakota Skipper Bluntnose Darter Dusted Skipper Burbot Mulberry Wing Chestnut Lamprey Olympia Marblewing Freckled Madtom Silvery Blue Grass Pickerel Swamp Metalmark Lake Sturgeon Least Darter Source: Iowa Department of Natural Resources PRAIRIE PLANTING INSTRUCTIONS

I. Mixing your seed:

A. Thoroughly mix your seed. Use ten parts of moist sand to one part seed. By mixing your seed with moist sand, you will be able to hand seed the site easily without wasting any seed. On small plots you can go over the area several times making sure that you have complete coverage. Do not attempt to spread your seed without mixing with moist sand or you will waste much of it and not get good coverage.

II.Preparing the seedbed:

A. Till up the soil making sure that you have eliminated as many weeds as possible. Use a contact herbicide may also be used to kill sod and weeds before and after tillage. Roll or pack seedbed just before planting, making sure soil is firm, not loose.

III. Seeding:

A. Frost seeding (February-March)

1. Broadcast your seed onto a seedbed that was prepared in the fall or previous year and allow freezing and thawing to work your seeds into the soil.

B. Spring and Summer seeding (April-July)

1. Broadcast your seed onto well-prepared seedbed and lightly rake in the seed 2.Roll or compact seedbed after broadcasting and raking seed into soil. 3. Supply adequate water during first few weeks, but do not overwater.

C. Fall Dormant Seeding (October-December)

1. Broadcast your seed onto a firm well-prepared seedbed. 2. Allow Mother Nature to work seed into soil by freezing and thawing action.

IV. Maintenance:

A. First year - keep mowed to 4 to 6 inches the whole first season

B. Second year keep mowed to a 6 or 8 inch height the entire season.

C. Third season - burn area off in March or April. Prairie plants thrive on fire.If burning is not possible, mow only if weeds become a problem.

D. Third year and beyond - burn your plot every year in the early spring. Be patient, your prairie will bloom and become better each year. A prairie does not happen "overnight." 142 SOURCES OF NATIVE VEGETATION IN IOWA

Osenbaugh Grass Seeds Iowa Prairie Seed Company R. R. 1 - Box 76 110 Middle Road Lucas, Iowa 50151 Muscatine, Iowa 52761 515-766-6476 319-264-0562 John Osenbaugh, Owner Daryl Kothenbeutel, Owner

Nature's Way Strayer Seed Farms, Inc. R. R. 1 - Box 62 162 West Highway 58 Woodburn, Iowa 50275 Hudson, Iowa 50643 515-342-6246 1-800-772-2958 Dorothy Baringer, Owner Wendell Holmes, Seedsman

Ion Exchange Heyne Seed Company R. R. 1 - Box 48C R. R. 1 - Box 78 Harpers Ferry, Iowa 52146 Walnut, Iowa 51577 319-535-7231 712-784-3454 Howard Bright, Owner Bruce Heyne, Owner

Naylor Seed Company Franklin Grassland Seed Company Box 16 R. R. 2 - Box 132 Scotch Grove, Iowa 52331 Hampton, Iowa 50441 1-800-747-7333 515-456-2988 Jerry Naylor, Owner Dennis Strother, Owner

Allendan Seed Company McGinnins Tree and Seed Company R. R. 2 Box 31 309 East Florence Winterset, Iowa 50273 Glenwood, Iowa 51534 515-462-1241 Keith Mc Ginnins, Owner Dan Allen, Owner Hadfield Prairie Seed Van Gundy Seed Farm R. R. 1 Box 132 6650 SE 6th Avenue Mc Clelland, Iowa 51548 Des Moines, Iowa 50317 712-484-3326 515-266-6739 Allen Hadfield, Owner

Shivver's Seed Farm Stoner Seed Farms 614 W. English R. R. 1 Box 48 Corydon, Iowa 50060 South English, Iowa 52335 (no phone number) 1-800-383-2089 Doug Shivvers, Owner

14a SOURCES OF NATIVE VEGETATION OUTSIDE OF IOWA

Prairie Moon Nursery LaFayette Home Nursery, Inc. R. R. 3 - box 163 P. O. Box 1A Winona, Minnesota - 55987 LaFayette, II 61449 507-452-1362 309-995-3311 Ingels Bros., Owners Stock Feed Farm, Inc. R. R. 1- Box 112 Johnson Prairie Seed Company Murdock, Nebraska 68407 R. R.1 402-86703371 Windom, MN 56101 Lyle & David Stock, Owners Judy Johnson, Owner

Blue Stem Seed Company R. R. 3 - Box 32 Grant City, Missouri 64456 1-800-BLU-STEM Dave Kean, Owner

Sharp Bros. Seed. Co. P. 0. Box 665 Clinton, Missouri 66735

Mohn Seed Co. R. R. 1 - Box 152 Cottonwood, Minnesota 56229 507-423-6482 Robert Mohn, Owner

Prairie Nursery Box 306 Westfield, Wisconsin 53964 608-296-3679 Brian Bader, General Manager

Prairie Ridge Nursery R. R. 2 - 9738 Overland Road Mt. Horeb, Wisconsin 53572-2832 608-437-5245 Joyce Powers, Consultant

144 Crinoids: Flowers of the Iowa Seas

Grade Level41)

Class Periods

Goals/Objectives/Student Outcomes: crinoids. Iowa's crinoid fossils are notable because many of them have been preserved intact, which helps scientists learn a great Students will gain awareness of: deal about crinoids as well as Iowa's ancient seas.

the continuous natural changes that have shaped We usually think of time in hours and years, generations and Iowa's geologic landscape. civilizations. Geologic time, however, covers millions of years, and must be measured by physical evidence. One important way to the beauty and diversity of a group of extinct measure geologic time is by studying the remains of creatures Iowa marine animals called crinoids. that died over various eras and left behind their impressions in stone as fossils. the importance contributions of professional and amateur scientists who studied Iowa rocks and The geologic time table is divided into four major erasPrecam- fossils. brian (which means origin of life), Paleozoic (ancient life), Mesozoic (intermediate life), and Cenozoic (recent life). Those Students will be able to: eras are further divided into periods with characteristic fossils and rock formations. recognize fossils and understand how they pro- Fossils are the remains or traces of organisms of a past geologic vide evidence of earlier lives and environments. age buried in the earth's crust. A fossil can be a print of a leaf, the learn about early scientific surveys of the mineral path of a worm, the shell of a marine animal, the footprint of a dinosaur, or the skeleton of a man. Remains may have been wealth of the state. fossilized by undergoing freezing, drying, burial in tar or bogs, or analyze fossil evidence and compare extinct by becoming carbonized or petrified. Other remains were covered in sediment that hardened. When the remains decayed, they left a animals to modern ocean life. cavity known as a natural mold. It this cavity is filled, duplicating summarize the geologic history of Iowa and the shape and surface of the fossil, it is called a cast. understand why some if it is missing. Early geologists in Iowa explain how amateur collectors could help or To create economic growth for Iowa in the 19th century, it was harm the study of Iowa's ancient life. necessary to investigate the state's soils and mineral resources for the riches they might yield. Three professional geologists were hired to produce detailed survey maps. The first was David D. Owen, employed by the U.S. government to prepare geologic Materials: reports when Iowa became a state. Later, James Hall and Charles White conducted surveys for the state government. 1. Collections of rocks, feathers, leaves, shells, etc. Their detailed observations resulted in interpretations very close 2. Iowa's state rockthe geode to our modern geologic maps prepared with modern techniques. Rocks and minerals are important resources.

Three Iowans won international recognition for their life-long Background: study of local crinoid fossils. Their responsibility collecting and research enabled scientists around the world to learn of the When a child places a hand in wet cement an impression formed remarkable fossils in the cliffs around Burlington and the quarries that may remain for generations. In the future others who may near Le Grand and Gilmore City. see the impression might learn something about the child and the activities of that day. Rocks and fossils are much like the cement Charles Wachsmuth came to Iowa from Germany in 1855. He and hand print of the child. They provide evidence of past life and often wandered the cliffs near his Burlington home, where he environments. Interpreting the specimens allows a geological and discovered crinoid deposits. Fascinated, he began to collect and zoological history of an era to be written. study specimens and he published his findings. Later, he was offered a position at Harvard University as an expert on crinoids. This lesson plan is about Iowa's environment and how scientists His wife, Bernadine Lorenz Wachsmuth, worked with him in observed, organized, and evaluated rock layers and fossils to collecting, researching, and writing about their discoveries. develop an understanding of the past. In particular, this lesson focuses on a group of extinct Iowa marine invertebrates called Frank Springer became interested in paleontology as a law 145 student at the University of Iowa. He established a law office in to protect fossil resources. Burlington and began an association with the Wachsmuths, sharing their interests and collaborating on many publications. Responsible professional and amateur collectors care for their Even after he moved to New Mexico, Springer often returned to specimens and record information about each one. Many Burlington to continue his crinoid research. collectors work with specialists from the Geological Survey, from universities and colleges, and form geological organizations to Burnice H. Beane helped manage the family farm in Le Grand uncover more clues to our past. This cooperation and exchange of where as a boy he explored the Le Grand quarry and watched information contributes to our knowledge of Iowa. scientists excavate specimens. Two of these visitors were Frank Springer and Charles Wachsmuth. As an adult, Beane continued exploring the quarry, where workmen helped him collect thousands of specimens. His painstaking skill in preserving the crinoids Vocabulary: resulted in an important scientific legacy. Many paleontologists Carbonized: all plants and animals, and some nonliving things, and amateur collectors sought his advice and an opportunity to contain the element carbon, which sometimes remains after tour the famous quarry with the man who had become the incomplete decay as hard black deposit. guardian of its treasurers. Cast: when dead objects decay, they sometimes leave a cavity Crinoids were animals attached to the sea floor by flexible, rooted known as a natural mold. When this is filled by sand or clay or stalks. When they died, they usually broke loose and drifted away. plaster, the cast duplicates the shape and surface of the fossil. The crinoid fossils found in the Le Grand quarry are remarkable because many of them were preserved nearly intact. The reason Concretion: hardened lumps of minerals deposited around this happened is that nests of crinoids were rapidly buried in seeds, shells, or rocks. shallow depression that protected their bodies from currents. Coprolite: fossilized excrement that provides information about Lime-rich mud preserved their remains and hardened them into ancient creatures and their habits. stone. The limestone slabs found near Le Grand contain fossilized crinoids and other sea animals in such abundance and detail that Crinoid: ("lily-like"): a group of marine animals also called sea they have fascinated scientists around the world. lilies, belonging to the same family as starfish, sand dollars, sea urchins, and sea cucumbers. Certain crinoid species once thrived 360 million years ago (in the Paleozoic era or MiSsissippian in Iowa's ancient seas. period) North America was located near the equator. Much of the landincluding what's now Iowa was submerged under Daemonelix ("devil's corkscrew"): a spiral-shaped fossil. shallow tropical seas. These warm waters teemed with countless creatures. Echinoderm ("spiny-skinned"): marine animals with plates or spines that provide skeletal support. This group includes the The inland seas reportedly swelled and retreated, alternately crinoid and its relatives. building up and exposing layers of sediments, sandwiching the remains of crinoids and other living things, and casting their Erosion: the slow wearing away of the earth's surface, especially impressions in stone. by wind, water, or glacial ice.

Crinoids, commonly called "sea lilies" or "feather stars," belong Fossil: the remains, impression, or trace of an animal or plant to the echinoderm family (bodies covered with plates of calcite from a past geological age that has been preserved in the earth's that form a skeletal structure) along with starfish, sand dollars, crust. sea urchins, and sea cucumbers. Gastroliths: fossilized stones from the stomachs of animals, Some crinoid species crawled, some swam, and others attached apparently swallowed to help grind and digest food. themselves to rocks on the sea floor. They fed by means of cilia, located along grooves in their arms and branches, that brought Geology: the scientific study of the earth's surface and its tiny marine life to the mouth. Today, crinoids live in all the world's physical features, especially rocks. oceans, and where they're found, their abundant numbers and Index fossil: a fossil usually formed during a narrow period of vibrant colors give the appearance of an underwater flower time that is used to identify geologic formations on the surface garden. and below the earth.

Animals get food directly from plants or other animals that eat Invertebrate: animals without a spinal column plants. Crinoids are animals because they eat other marine life. Plants, on the other hand, make food by drawing energy from the Matrix: the natural material in which a fossil, metal, gem, sun and salts from water. crystal, or pebble is embedded.

Crinoids have cup-shaped bodies with at least five feathery arms Mold: the impression or cavity left when a dead object decays or atop column sections that form cylinders and spirals. These shapes dissolves. seem to radiate from a central point. This is called radial symme- try. Paleontologist: a scientist who studies fossils and other ancient life forms form the geological past. Fossils offer rare glimpses into our past. But many of these fragile artifacts face destruction each year from mining, construction, and Petrified: a scientist who studies fossils and other ancient life forms from the geological past. erosion. In addition, private companies, individuals, museums, and universities all seek to unearth specimens to add to their collec- Pseudo-fossils: stones shaped by nature that resemble fossils. tions. Laws protect many state and federal lands from the indiscriminate collecting of fossils. (Private lands are not covered Zoology: the science that studies animals and animal life. by current or proposed laws.) The state of Iowa prohibits anyone from collecting fossils, stones, plants, and archeological material in parks, preserves, waterways, and lands owned by the state. There is a proposed federal law to limit collecting on federal lands 146 Crinoids: Flowers of the Iowa Seas

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Procedures: Assessment of Outcomes: 1. Discuss what is "old." How can you tell something old from Students will: something new? 1. Gather objects and sort and label them to make a natural 2. Talk about change. People change as they grow older. The history collection or nature notebook for display in the environment changes too. Discuss changes in nature caused by classroom. flood, earthquakes, or erosion. How do human activities such as farming, mining, or building change the environment? Imagine all 2. Explain to the class one or two interesting aspects about the different ways the landscape of Iowa has changed over their collection or notebook with other class members. millions of years.

3. Have students share their natural history collections, such as feathers, leaves, seeds, shells, rocks, or fossils. Display them in egg Extensions and Adaptations: cartons or shoe boxes. Plastic magnifiers are useful for observing small objects. Make rubbings of different kinds of bark and leaves. 1. Plan a trip across Iowa to see all the different geologic deposits. As a guide, use the geologic map of Iowa in Landforms of 4. Have studentsalone or in groupsgather objects, sort them, Iowa by Jean C. Prior or Iowa's Natural Heritage edited by then label them. Make a nature notebook that includes notes and Tom Cooper. With the help of these books, examine the locations drawings. of different deposits. Make a map showing your travels.

6. Have students write a report on Iowa's official state rock, the 2. Make a display showing the different geological periods in Iowa geode. Why was it made the state rock? How are geodes formed history and what happened during the periods. Can you imagine and where are they found in Iowa? Bring a geode to class and what a million years is like? Can you imagine a million of crack it open with a small hammer. What does it look like inside? anything? How would you depict the vast amounts of time involved in the history of life on earth?

3. Have students bring in rocks to examine and identify. Include Make Your Own Fossils among the "mystery minerals" quartz, hematite, talc, mica, 1. Flatten out clay and make an impression with your hand or calcite, graphite, and limestone. Use a rock and mineral field press in flowers, leaves, or shells. Remove them carefully and let guide book as a reference. Number the samples, then analyze them for color, streaks, hardness, shine and weight. Spoon vinegar them dry. over them and see what happens (vinegar fizzes when it comes in 2. Fill a container with soil mixed with some clay. Add water and contact with limestone and calcite.) After identifying the mineral stir until the mixture is thick and can be molded. Stir in small samples, ask students what products the minerals can make. itemsshells, pebbles, twigs, feathers, or leaves. Shape a mudpie Examples: quartz/glass; hematite/red pigments in paints; tald that completely seals in some of these small items. Allow mudpies cosmetics; calcite/natural cement mica/paint; limestone/buildings. to dry completely. Before you break them open, have students discuss how they think the "fossils" will turn out. Break them 4. Mineral Hardness Scale: open and then label them. Make rubbings or plaster casts of Very soft a fingernail scratches the mineral' Soft: a penny scratches the mineral them. Medium: a steel nail scratches the mineral 3. Cover an object like a shell, a leaf or a chicken bone with Hard: the mineral scratches glass petroleum jelly. Mix together 1/2 cup plaster of Paris and 1/4 cup water. Let the mixture set. Pour the plaster mix into an empty 5. Ask students if they think the crinoid should be the official state containera pie plate or the bottom of a plastic milk jug. Press fossil? If you think so, have them write a letter to a local your greased object into the plaster. Dry for 24 hours. Remove the legislator asking him or her to help you make it official. object. Cover the plaster with petroleum jelly and press clay over the mold. Then carefully remove the clay from the mold. Resources: 4. Put sand in different cups and stir in a few drops of different colors of tempera paint or food coloring. Let dry. Pour the colored Recommended Reading sand into a large glass jar, alternating layers of different colors. Add small shells or pebbles along with the layers. Use a knife or Cooper, Tom, Exec. Ed. Iowa's Natural Heritage. Iowa Natural stick to create valleys and mounds in the layers. Discuss how this Heritage Foundation and Iowa Academy of Science. Ames: Iowa model relates to Iowa's landscape. State University Press, 1982. Fenton, C.L. and M.A. Fenton. The Fossil Book: A Record of Prehistoric Life. Garden City, N.Y.: Doubleday & Co., Inc., 1959.

Iowa Dept of Natural Resources, Geological Survey Bureau, 109 147 Trowbridge Hall, Iowa City, Iowa 52242-1319,319-335-1575. ing My Grandfather, Amateur Paleontologist B. H. Beane." Additional Education materials available upon request. Palimpsest 76 (Spring 1995).

Prior, Jean C. "Fossils." Iowa Geology 1993, No. 18: pp. 14-19. Swaim, Ginalie. "Underwater Iowa - Where Graceful Crinoids Once Swayed in Ancient Seas." [photo essay] Palimpsest 76 Prior, Jean C. Landforms of Iowa. Geological Survey Bureau. Iowa (Spring 1995). Dept. of Natural Resources. Iowa City: University of Iowa Press, 1991. Troeger, Jack Clayton. From Rift to Drift: Iowa's Story in Stone. Ames: Iowa State University Press, 1983. Prior, Jean C. "State Parks - Crossroads with the Geologic Past." Iowa Geology 1989, No. 14: pp. 9-13. Wolf, Robert C. Fossils of Iowa, Field Guide to Paleozoic Deposits. Ames: Iowa State University Press, 1983. Witzke, Brian J. "Fossils: Evidence of Ancient Life in Iowa." Iowa Geology 1983, No. 8: pp. 4-9. (Next to each resource below is the location where it can be found; AEA stands for Area Education Agency, SL is the State Witzke, Brain J. "Iowa's Ancient Seas." Iowa Geology 1989, No. Library) 14: pp. 4-8. Books & Articles: Primary-Intermediate Level Film, Video: Primary-Intermediate At Home on the Barrier Reef, Video, 15 min., SL-VH12448, AEA- Allison, Linda. The Sierra Club Summer Book. San Francisco: Sierra 16413. Club Books, Little, Brown and Co., 1989. Life in a Tide Pool, Video, 13 min., AEA-19069. Frankel, Lillian and Godfrey Frankel. 101 Best. Nature Games and Projects. New York: Sterling Publishing Co., 1959. Plant or Animal, Video, 15 min., SL-12768.

Kohl, Mary Ann F. and Cindy Gainer. Good Earth Art, Environmen- Rocks, Fossils and Earth History, Video, 16 min., AEA-52920. tal Art for Kids. Bellingham, WA.: Bright Ring Pub., 1991. Film, Video: Secondary-Adult Mathias, Marilynne W. and Robert A. Johnson. Earth Below and Sky Above. Syracuse N.Y.: New Readers Press, 1983. Building Bodies. (Marine Invertebrates). Video, 58 min., SL- VH9650. Milord, Susan. The Kid's Nature Book, 365 Indoor/Outdoor Activities and Experiences. Charlotte, VT Williamson Pub., 1989. Earth: Discovering It's History. Video, 15 min., AEA-237. Ranger Rick's Naturescope: Diving Into Oceans. Geology- The Echinoderms: Sea Stars...Relatives. Film, 12 min., AEA-44219. Active Earth, National Wildlife Federation, 1412 16th St. N.W., Washington D.C. 20036-2266. "The Little Sioux River, Pt. 1." (Land Between Two Rivers; fossils). Video, 30 min., AEA-5387. Riesser, Sharon and Linda Airey. "Will My Fossil Float?" Science Life Below. (Marine Life). Video, 15 min., AEA-17638. and Children, 31 (Oct. 1993): pp. 42-43. Magic in the Rocks. (Fossils). Video, 38 min., SL-VH13109; 60 Rubin, Penni and Eleanora Robbins. What's Under Your Feet? min., AEA-19089. Earth Science For Everyone Activity Book. U.S. Geological Survey (U.S. Dept. of Interior), Sup. of Documents, Washington D.C. Mysteries of the Hidden Reefs. (Marine Life). Film, 22 min., SL- 20402,1992. MP3095.

Schlenker, Richard M. and Sarah J. Yoshida. "Learning about Fossil Oceans. Video, 55 min., SL-VH9635. Formation by Classroom Simulation." Science Activities 28 (Fall 1991): pp. 17-20. Putting Flesh on Bones. (Fossils). Video, 36 min., SL-VH13110.

Stein, Sara..The Evolution Book. New York: Workman Pub., 1986. Rocks, Fossils and Earth History. Alm,16 min., SL-MP3057.

Van Deman, Barry A. "The Fall Collection." Science and Children 22 (Sept. 1994): pp. 20-21. Books & Articles: Secondary Level-Adult

Anderson, Wayne I. Geology of Iowa. Ames: Iowa State University Press, 1983.

Brown, Vinson. The Amateur Naturalist's Handbook. Englewood, N.J.: Prentice-Hall, Inc., 1980.

Case, G.R. A Pictorial Guide to Fossils. New York: Van Nostrand Reinhold Co., 1982.

Gwynne, Charles S. "B.H. Beane and the LeGrand Crinoid Hunters." Annals of Iowa 35 (1961): pp. 481-485.

Hamblin, W. Kenneth. The Earth's Dynamic Systems. 4th Edition. Minneapolis: Burgess Pub., 1985.

Horick, Paul J. Minerals of Iowa. Iowa City: Iowa Geological Survey Educational Series II, 1974. 148 Norstrud, Karen Beane. "Crinoids in the Sugar Bowl: Remember- Sense of Place: No River Too WideBridges

Grade LevelGI

Weeks of Study

Goals/Objectives/Student Outcomes: 7. Materials to build replica of village: plywood, paint, brushes, paper mache, graph paper, pencils, glue, clay, etc. This lesson will give students of the community a sense of place, providing a "bridge" to the past. 8. Piano The project will be accomplished through the interaction of community members with the students and the use of an interdisciplinary Background: approach involving the social studies, math, science, music, art, and language arts teachers. It The first village to be studied will be Douds where, our school will enable students to see how different disciplines is located. Even after the 1993 flood nearly devastated the town, the people in the community have a strong sense of relate to each other and give them a real life pride. There are many local storytellers willing to visit the foundation for their lessons. classroom and provide the students with stories about the area Students will: that will whet their appetites for research. The project will use the local bridges and river as the focus of study. Look at the Des Moines River and its importance to the settlement of our county. The land on which Douds was settled was purchased from the Sac and Mesquakie (Fox) Indians in the 1837 Second Black Examine settlers' ingenious solutions to the Hawk Purchase. When surveyors began their work many problem of crossing rivers and their uses for these settlers already lived in the area. The town of Portland crossings. (Leando) already was established, and the area was noted for its fertile land and its location along the Des Moines River. Appreciate advances in and advantages of the "modern" architecture of bridges. Leando, which is located directly across the Des Moines River to the south of Douds, was platted in 1834, 32 years before Develop a sense of ownership in the project by Douds. Originally known as Portland, the town's name building their own model of the village. changed in 1840 when the post office name became Leando.

Use their creativity to write poetry and songs Douds became a city in 1866. The Doud Brothers, Eliab and. about their town. David, Jr., settled the area in 1843. Lots were laid out on both sides of an old territorial road that connected Fairfield, Iowa to Share what they have learned with the the north and Memphis, Missouri to the south. community. Residents originally believed that transportation would be Further develop their writing, math, science, art, easier if the Des Moines River were navigable year-round. The music, and research skills through a community river was the primary mode of transportation for many years awareness project. until the railroad made travel and the transportation of goods easier, faster, and more reliable.

Materials: The people of Douds were very interested in the construction of a railroad through their community. Eliab Doud gave the 1. Storytellers and other volunteers from the community company the right to cross his land in order to get the railroad through town. The company built a station at the intersection 2. County engineer of the tracks and what is now Main Street. 3. Parent chaperons Before it was platted as a city, the community was called 4. Science, math, art, music, and language arts teachers "Alexandria," after Alexandria, Ohio, where the Doud family had lived previously. But railroad officials began referring to 5. Video camera to document project the village as "Douds Station," and sometime later the postal 6. Map of river or aerial view of community from the assessor's office 1;49 department shortened "Douds Station" to "Douds." Students had an opportunity to share with "old timers" from the community in an interesting and educational way. A ferry operated between Douds and Leando until a bridge was completed in 1898. There was much opposition to the con- By gathering information about topics such as early factories, struction of the bridge by Leando residents who believed the feuds, skunk farms, crops, and transportation, students became bridge would mean an end to their business community. familiar with the history of their own area. This was accom- Unfortunately for Leando, they were correct, and today Leando plished in an exciting and innovative way that gave students a has few businesses. more personalized history of the area.

The Civil War divided the people of the areawith many of the Educators and community members worked together to make founding fathers' sons fighting on the side of the North and the project a success. Leando primarily siding with the South. Students practiced skills in a number of disciplines, which allowed them to see how the information and skills learned in different classes can fit together. Procedure: 1. After general lessons on Iowa history, a more detailed Students presented their:song at a school assembly. selection is presented on The Villages of Van Buren County. A detailed sketch of each village is developed through student research and interaction with community members. Each year Extensions and Adaptations: the lessons will focus on another one of the nine villages in the Due to time constraints this year the model was a paper and county. poster board replica of the villages, but next year we hope to 2. Several "old- timers" and resource people visit the class to make three-dimensional models. share information and stories about the Des Moines River, the Next year the students will focus on another village and will bridge, and the importance of both to the area. The guest videotape and document their findings. We will be creating a speakers help the students develop a sense of the notion of library of information on all nine villages in the county. community and a perspective of what their town was like in the past. 3. The county engineer provides information regarding the Resources: importance of the bridge crossing and the class investigates History of Douds-Selma. The Van Buren County Historical the area for information on the original site of the bridge. Society, 1968. 4. The science teacher works with students to examine the Davis Pollock, local historian. river itself. Clay Lanman, local historian and chairman for the Van Buren 5. To better understand historic changes in the area, students Chapter of the 1996 Iowa Sesquicentennial Celebration work together to reconstruct the original settlement using the Committee. river and bridge as the focal point. Students are divided into 4 groups covering past Douds, present Douds, past Leando and Ralph Arnold, local historian. present Leando. Students work with the math teacher to develop a scale for Mary Muir, director of the Villages of Van Buren. the village, draw it on graph paper and transfer their plans from the graph paper to the plywood. Using the plans the art teacher works with students to create models of the four villages.

6. Through speeches, songs, poems, artwork and the model of the settlement, students develop and present the information they have gathered to the community, helping to maintain a true sense of place. To write poems students brainstorm ideas based on the facts they have learned about the community. The music teacher works with students to put some of their poetry to music. The results are recorded on videotape as a historic resource to be shared with others.

Assessment of Outcomes: The project successfully provided students with the opportunity to explore and learn more about their area. It also was a 150 vehicle for interaction among teachers, and between the school and the community. Sense of Place: Red Tail Ridge Wetland Study Project

Grade Level

Class Period This year-long project is organized around an interdisciplinary theme. The project is outlined in this lesson design and actually encompasses over 30 individual lessons.

Goals/Objectives/Student Outcomes: 6. Microscopes Fifth grade science and language arts students will 7. Water quality test kits/ 1 per every 4 students study the Redtail Wetland Area along the Little Sioux River. 8. Thermometers Students will: 9. Waders and boots Gain an understanding of the interdependence of 10. Trundle wheel all aspects of nature, the importance of healthy Model habitats, and the factors that cause changes in 1. Graph paper animal populations. 2. Frame materials Learn to appreciate the diversity of all living things. 3. Plaster or alternate materials for model Develop research skills such as indexing, using 4. Paints resource materials, and classification by collecting Literature samples of plant and animal specimens found in the 1. Professional field guides wetland region. 2. Wetland resource materials (available from the Department Develop communication skills that will include: of Natural Resources) speaking, listening, reading, writing and presenting information. 3. Nature journals 4. Literature from 19th and 20th century naturalists Use a "real life" situation to observe, gather, and analyze data and to make predictions concerning 5. Environmental literature and stories wetland preservation in the future. Other Learn to embrace and understand immersion Materials to build wood duck and bluebird boxes principals. Learn to carry out real and meaningful work and to participate in interactive learning situations. Background: During the 1994-95 school year the fifth grade science and Demonstrate the ability to function in a language arts classes, in partnership with the Cherokee County philosophical classroom. Conservation Service, developed'a comprehensive study of the Cherokee County wetland area known as Red Tail Ridge. The purpose of this study was to evaluate the present site and then Materials: consider options for additional restoration and development. Equipment The full-scale project included studies of the area's water 1. Collecting nets quality, water pollution, and the amount and diversity of invertebrates, vertebrates, birds, and plant life. We began 2. Sorting pans immediate development by building bluebird and wood duck 3. Water collection devices nesting boxes to be placed in the area. Long-term development and ongoing projects will be determined by the health of the 4. Cameras habitat and the inclusion of technology-based research and authentic evaluation. 5. Underwater viewers Wetland regions have decreased in Iowa at a deplorable 1 51, rate. In recent years we have lost at least 90 percent of our Assessment of Outcomes: original wetland regions. Drainage of these wetlands for agricultural and development purposes has depleted one of the Students had a variety of learning experiences in the course of most diverse ecological communities in our state. We are only this project. We were able to successfully incorporate the beginning to realize the devastating consequences facing following activities: wildlife and our own loss due to the destruction of wetland English habitats. Naturalist observations recorded in journal Cherokee County, where the school is located, has access to Journaling specific changes and cause/effect events and maintains several wetland regions. The Redtail Ridge Area Field identification: sample collection and recording is a nearby wetland of particular interest to the Cherokee fifth Indexing grade class. Presentation of research in speeches, written stories, simula- tions, and demonstrations The science and language arts classes, in partnership with the Cherokee County Naturalist, propose that this project continue Photography displays of seasonal changes as a comprehensive study for educational and stewardship Team collaboration and processing of activities/reflective purposes. The students are learning about the environment assessment with the help of community members and other resources. The Cherokee history and stories implementation of the project is founded on environmental Native American studies and appreciation concerns and Sense of Place objectives. Discussion activities of environmental issues

Using local resources and developing a local wetland area Science increase the likelihood that the children will have a better Invertebrate classification understanding of stewardship and a commitment to the Vertebrate classification community. Historians, storytellers, artists, and environmental Wetland dynamics/models, mapping groups donate their time and services to help create a mean- Stewardship/environmental connections ingful and interactive program for the students. Scientific method/analysis in science journals Pollution controls The project itself is completely centered around a "sense of place" philosophy. Children learn to respect and take care of Food chain their "place" when they establish a sense of belonging and Indexing, cataloguing, data organization begin to invest in an area. Central to this project's success is Research/environmental posters, endangered species the development of lessons and rituals that allow the students Presentation of research in a simulation exercise of a city opportunities to so invest. council public hearing Research

Procedure: 1. During the course of the year, 130 students in the fifth grade Extensions and Adaptations: class participated in five field trips to Red Tail Ridge. Students The entire fifth grade class developed a program and display were divided into groups of 30 members and separated for presentation for the local Sanford Museum. Artwork, photogra- individual English and science activities. Each group of 30 phy, poetry, field artifacts, and water samples were among the students was facilitated by two or three instructors or volun- featured presentations. In addition, the students demonstrated teers and lessons were presented to groups of 10-15 students. a city council public hearing simulation concerning wetland All lessons were interactive. endangerment.

2. Activities included: Collaborators, including other educators, agencies, and water sampling for quality indicator organizations: invertebrate/vertebrate classification Cherokee County Conservation Board pollution identifiers Pheasants Forever Native American studies, literature, and constellation legends Ducks Unlimited field identification of trees, grasses and wildflowers Division of Natural Resources importance of the connections between natural ritual and Sanford Museum staff the environment Soil Conservation Services mapping Master Birdbanding Association wetland models Cherokee County School Board photo studies Dr. Jerry Kjergaard, Superintendent art projects, observations and poetry, Sense of Place activi- Mr. Larry Weede, Principal ties KCHE Radio Station 3. In addition to the five field trips, students visited the Sanford The Chronicle Museum display on Mill Creek Natives, built bluebird, wood Duane Kent, Bruce Hopkins, AEA staff duck, and kestrel nesting boxes, documented changes in local environments, and developed a final presentation for the museum program board and community. 172 Sense of Place: Red Tail Ridge Wetland Study Project

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Resources: Michael J. Caduto and Joseph Bruchac. Keepers of the Earth: For the literature and environmental portion of all activities, Native American Stories and Environmental Activities for the following books written by Byrd Baylor provide excellent Children. Golden, Colorado: Fulcrum, 1989. resource information: Your Own Best Secret Place (1979); Hawk, I'm Your Brother (1976); I Am in Charge of Celebrations Michael J. Caduto and Joseph Bruchac. Keepers of the Animals: (1986); Everybody Needs a Rock (1985). Native American Stories and Wildlife Activities for Children. Golden, Colorado: Fulcrum, 1991. In addition, numerous selections and project books were used from environmental agencies. Project Wet and Wild activities Joseph Bruchac. Thirteen Moons on a Turtle's Back: A Native (available from the Department of Natural Resources, Wallace American Year of Moons. New York: Philomel Books, 1992. State Office Building, Des Moines, Iowa 50319) were included Debra Frasier. On the Day You Were Born. San Diego: Harcourt in the study. Brace Jovanovich, 1991.

Chief Seattle. Brother Eagle, Sister Sky. New York: Dial Books, 1991.

Dr. Seuss. The Lorax. New York: Random House, 1971.

Toby Speed. One Leaf Fell. New York: Stewart, Tabori, & Chang, 1993.

Chris Van Allsburg. Just a Dream. Boston: Houghton Mifflin, 1990.

Rachel Carson. Silent Spring. Greenwich, CT: Fawcett Publica- tions, 1964.

Henry David Thoreau. Walden. Philadelphia: Courage Books, 1990.

Lynne Cherry. The Great Kapok Tree: A Tale of the Amazon Rain Forest. San Diego: Harcourt Brace Jovanovich, 1990.

Shel Silverstein. The Giving Tree. New York: Harper & Row, 1964.

Jill Fairchild. Trees, A Celebration. New York: Weidenfeld & Nicolson, 1989.

Gay Matthaei. The Ledgerbook of Thomas Blue Eagle. Charlottesville, VA: Thomason-Grant, 1994.

John Gile. The First Forest. Rockford, IL: John Gile Communica- tions, 1989.

153 Sense of Place: Interdisciplinary Wilderness Unit

Grade Level: Middle School English, Heritage, & Earth Science classes

Class Periods: 9 weeks

Goals/Objectives/Student Outcomes: Understand how Native Americans used their environment for food, clothing, and shelter. Through an interdisciplinary focus eighth grade teachers will work together to coordinate activities Recognize that a major problem in relationships and give students an appreciation for their environ- between Native Americans and white settlers was ment. By planning lessons based on the history, the question of who should control land. wilderness, and conservation of the Cresco area, students will be encouraged to see the interaction Realize that people from many countries emi- not only between the different subjects they study, grated to Iowa to improve their lives. but between the past, present and future of their Recognize that the immigrants blended into the town. Students will be given the opportunity to general population even though they settled in explore these ideas through their research, studies, certain parts of the state. teamwork, and hands-on learning. Another goal of the project is to involve community members in the Realize that museums and towns currently help educational process by encouraging them to share preserve certain aspects of their expertise with the students. European heritage by holding festivals and The project will culminate with a field trip to celebrations. wilderness areas, an old cemetery, and other local Know the location of public lands and the work of sites. the Department of Natural Resources (DNR) in Iowa. Specific subject area objectives: Develop an understanding of the history and 1. ENGLISH purposes of local government. Students will: 3. EARTH SCIENCE Value the study of their community and recognize Students will: their possible place in the community's future. Study the soil, water, and vegetation of their local Appreciate the presence of wilderness/nature in area. their community and acquire the skills to conserve nature for the future of their "place." Materials: See the connection between the various disciplines in school, and between learning inside and 1. Articles focusing on ecological concerns outside of the school. 2. Stories emphasizing Native American relationship with Develop the communication skills of listening, nature observing, reading, speaking, visualizing, and 3. Environmental literature and stories writing. 4. Soil surveys Practice higher order thinking processes. 5. Videos of national parks, areas of Iowa, wilderness areas Refine individual and cooperative learning strategies. 6. Materials to build terrarium 2. HERITAGE 7. Plant cuttings Students will: 8. Pop bottles

Learn about prehistoric Native American life and 9. Soil sites in Iowa. 10. Container (jar or coffee can) 15 Background: Procedure:

Cresco, a city of 3,697, is located at the eastern edge of During the course of the year the field trip is planned by the Howard County, a mainly agricultural area with a population of earth science, heritage, and English teachers. All of the lessons 9,967. This year's eighth grade class includes 165 students. The shared below are designed to enrich that trip and prepare students are typical of Iowa's rural population, with few students to gain the maximum benefit from the project. minority students. The district does have a diversity of ethnic 1. English groups, including many people of German, Norwegian, Irish, Students discuss the concept of "wilderness" and why it is so Czech, and Welsh heritage. important. The English program emphasizes a whole language/writing, Students build a bulletin board display of recent articles process/interactive approach to learning. dealing with ecological concerns, brainstorm a list of topics, The heritage program was recently expanded from one and choose one topic to research and to use as a essay topic. semester to two, and now emphasizes state and local history Class views parts of videos showing scenes showing the and an active approach to learning. beauty of national parks and Iowa. The students discuss the The earth science curriculum is also student-centered with a wilderness resources in our area. great deal of student involvement. The staff in these three Students listen to speakers who come to share the history of programs were the most instrumental in developing the the wilderness and natural resources in our area and to discuss "Wilderness" interdisciplinary unit, though most of the staff, ways to conserve and preserve them. A short summary/ the principal, and the support staff were active and helpful reflection of the speakers' messages is assigned. Videos of the participants. speakers are available for students to view. The three teachers involved in developing this project met at Students read and research conservation topics. the beginning of the school year to discuss the possibility of interdisciplinary collaboration. The science teacher was very Speakers share information with the students as the topic of positive and the heritage teacher had been part of the National nature is expanded to include the Native American attitude Geographic summer program. The program focused on, toward nature and the place of story-telling in their culture. interdisciplinary study and local history as well as on the five themes of geography, one of which is "place." Students are divided into groups of 3 and given stories emphasizing the Native American relationship with nature The teachers decided to center their interdisciplinary unit (e.g., the Lakota story "The White Buffalo Woman and the around a field trip that would include a trip to Hayden Prairie, Sacred Pipe," the Cherokee story "The Coming of Corn," and Lidtke Mill, and Pleasant Hill Cemetery. the Mandan story "The First Basket ") to read and prepare for oral telling as a group. The eighth grade teachers were invited to a meeting to discuss the trip. Most of the teachers attended and shared ideas for Aldo Leopold, the father of conservation, is introduced as the involving their classes. The algebra teacher suggested giving theme is further expanded. His book, A Sand County Almanac his class of advanced math students an authentic and his habit of sketch journaling is shared and discussed with. problem-solving assignmentplanning the itinerary for the students. field trip. In preparation for the field trip, the teachers planning the project took a tour of sites in December. They were joined Students watch a video about Leopold and his ideas. by the P.E./health teacher, who lives near Hayden Prairie, and a The class then focuses on the essay, "The Good Oak." Students volunteer from the community with expertise in science and work in groups to count rings and use stick pins to help locate conservation. six "important" dates. They then report to the rest of the class The teachers visited sites that relate to the environment, on their choices as well as the age of the tree. (This can be including quarries, rock piles, groves, hi-lines, deserted farms, either a diagram of a cross-section of oak or, if possible, an and old school houses. They noted the mileage between sites actual cross-section.) and transportation time. They also toured the cemetery where The art teacher comes to the English class to work with the they noted names, dates, designs, and other features. The students on a lesson in sketch-drawing. Natural objects that heritage teacher is planning a cemetery scavenger hunt that might be encountered in the field tripgrasses, twigs, cones, will encourage students to speculate about historical data such and leavesare used. as causes of death. 2. Heritage Planning for the "wilderness trip" continued throughout the After the study of Native Americans in the state, students turn school year. Speakers from the community were asked to come to another component of Iowa Historyimmigration to Iowa and talk to the students. Projects in all subject areas were and the state's different ethnic groups. Students focus on their ongoing and the teachers continued to coordinate their own families and their background. activities. Students research their family histories through interviews with family members and the development of a family tree. If possible students visit the town, city, or farm where their parents or grandparents grew up. 155 Sense of Place: Interdisciplinary Wilderness Unit

continued

Students develop a stronger awareness of what is available in The study of plant life includes several components: the state by acting as tour guides. They are asked to plan a Study of prairie plants using the new prairie planted on the two-week trip through Iowa for visitors from a foreign country. school grounds and Wildflowers of the Tall Grass Prairie by The objective is to learn as much about Iowa as possible in a Runkel and Roosa, Ames: Iowa State University Press, 1989. short period of time. During the trip students must: Building a terrarium for study of the water cycle. The plant Visit the birthplace or home of five historical persons, five cuttings are from the high school horticulture class. Students state parks, five major industrial/manufacturing sites, and five use a pop bottle as a container for rooting their plants in celebrations or festivals. preparation for putting them in the terrarium. Prepare a day-to-day itinerary showing major roads traveled, Study of the life of Ada Hayden, for whom the Hayden Prairie number of miles traveled, and which major geographic section is named. The prairie is located approximately 15 miles from of the state is to be visited (e.g., northeast, southwest). the school and is one of the sites on the field trip. List at least 12 counties that they traveled through by putting down the name of the county seat, major towns or cities in the The last component of the project is a visit from an archaeolo- county, and where the name of the county originated. gist employed at a local company, Bear Creek Archaeology. He talks with students about his work and shares his experiences In preparation for the field trip and to learn more about their and artifacts from digs. area and its history, students study the local cemeteries. A community member talks with students about his hobby of studying the cemeteries in the area. Assessment of Outcomes: Students learn about the local government through visits by For real interdisciplinary collaboration teachers need some community members. common planning time and smaller classes. At this school in Cresco that may be possible next year. The superintendent of schools talks with students about the evolution of school consolidation and presents his or her views The students were very interested in the guest speakers, who of government in the school district. had first-hand knowledge and artifacts. The county treasurer talks about the history of the local court house and aspects of local government. Resources: 3. Earth Science Students keep an environmental journal during several units Michael J. Caduto and Joseph Bruchac. Keepers of the Earth: involving the study of water, soil, and plant life. A rubric for Native American Stories and Environmental Activities for evaluation includes a list of points given for each activity. Children. Golden, Colorado: Fulcrum, 1989.

The water study portion of their work includes: Michael J. Caduto and Joseph Bruchac. Keepers of the Animals: Calculating the amount of water needed to prepare a holiday Native American Stories and Wildlife Activities for Children. meal and also to prepare and consume the food for one day in Golden, Colorado: Fulcrum, 1991. their town. Aldo Leopold. Sand County Almanac. Oxford University Press, Analyzing a sample of their home tap water for pH, chlorine, 1949. iron, copper, and hardness. Discussing household hazardous products such as drain A Prophet for All Seasons. Video. cleaner and varnish, and the problems of flushing such materials down the drain. People, Animals and the Environment. American Animal Studying the wetlands to determine what has happened Welfare Foundation, 1993. historically in Iowa and to better understand the value of the Linda Perkins. "Classroom Corner." The Iowa Conservationist wetlands to the environment. (Jan/Feb 1995). Looking at a major study of water pollutionparticularly nitrates done at Big Springs Basin, an area near Elkader. Don Sievers. "Classroom Corner." The Iowa Conservationist (May/June 1995). Many of the students live on farms and surveyed the soil where they live, using the Soil Survey of Howard County, Iowa, Soil Survey of Howard County, Iowa. USDA. 1974. USDA, December 1974, and the Soil Survey of Winneshiek Soil Survey of Winneshiek County, Iowa. USDA. County, Iowa, USDA. A discussion of soil erosion with an emphasis on its effects on Iowa agriculture and recreation Sylvan T. Runkel and Dean M. Roosa. Wildflowers of the Tall followed. Grass Prairie. Ames: Iowa State University Press, 1989. 1 5 G. Speakers: Al Baxter, Howard and Chickasaw County Conservation Officer.

George Champlin, retired businessman who has spearheaded restoration projects like the opera house and the mill pond, and who is a proponent of community pride.

Harold Chapman, Howard County Conservation Director.

Don Conway, local funeral director and school board member who has done extensive study of local cemeteries.

Chris Fran, Howard County SCS technician and sportsman-conservationist.

Scott Shaffer, archaeologist employed at Bear Creek Archaeology, a local company that does archaeological digs.

Harold Munkel, Lime Springs retired farmer and sportsman.

Dale Reis, Lime Springs barber and conservationist-sportsman.

Teachers/helpers on the field trip: Glenn Crossman, local resident knowledgeable about prairie and donor of Crossman Prairie to the state.

Ana Mae Davis, director at Lidtke Mill.

Pam Heidenreich, Howard County Naturalist.

Connie Hvitved, community volunteer with background in science, ecology and rural life development.

Roy Jones, sexton and member of Pleasant Hill Cemetery Board, to aid with learning projects at the cemetery.

Tour guide at Lidtke Mill.

Mary Stark, local resident knowledgeable about prairie.

Dale Vagts, local insurance agent and former science teacher.

Bob Vobora, regional soil scientist.

157 Grade Level

Class Periods 411

Goals/Objectives/Student Outcomes: ment of specialty rooms, and addition of color, detail, and Students will: ornamentation. Different choices of designs, materials, and styles provided wide variation in the appearance and uses of Learn about the types of shelter that people have buildings. New skills were developed to care for buildings constructed to protect themselves, their posses- constructed of stone, brick, wood, and other materials. sions, and their activities. Certain styles became popular and then waned. Occasionally Understand the choices involved in the construc- the primary use for buildingsshelter from the weather tion of such buildings. almost disappeared, and builders constructed impractical designs. Decoration and ornamentation sometimes can identify Learn about the effects of climate, topography, the era of construction and the builder's ethnic origin. Whether and architectural style on types of building materi- found locally or imported, building materials were manufac- als and housing costs. tured and used in increasingly imaginative new ways. The story of how humans have provided shelter is one of the ways by Learn about the changing functions of buildings which we can understand our history. and rooms within buildings.

Procedure: Materials: This thematic lesson plan is intended to introduce this particu- 1. Newspapers with real estate advertisements. lar topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the 2. Photographs of many kinds of buildings. study Iowa history. In many cases the same activities can be 3. History books showing buildings from earlier times in our used to explore the topic in a variety of Iowa history time history. periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum. 4. Yellow pages in a telephone book showing the different kinds of companies, suppliers, and craft workers needed to These thematic lesson plans underscore basic skills such as construct a building. reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 5. Floor plans and architectural drawings of buildings. in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; 6. Time to tour your town to see the buildings. distinguishing between primary and secondary sources; using 7. List of buildings in your state that are on the National charts and timelines; and developing vocabulary. The teacher Register of Historic Places. can introduce higher level skills through these activities such as collecting information from a variety of sources through 8. Magazines that show buildings from other places. observation and questioning; compiling, organizing, and 9. Tour maps to historic and interesting buildings. evaluating information; comparing and contrasting; drawing conclusions or inferences from evidence; considering alternative conclusions; making generalizations; recognizing points of view; understanding how things happen and how things Background: change; recognizing how values and traditions influence All people share a need for safe shelter. Of course housing history and the present; grasping the complexities of cause and becomes more crucial when the weather becomes more effect; developing a chronological sense; and understanding extreme. As earlier people gained more resources and time, events in context. types of shelter became more complex. Complexity also increased in specific architectural elements, including size, shape, internal arrangements of space and rooms, develop- 153 Activities: Extensions and Adaptations: 1. Draw a picture of the building in which you live. Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at 2. Draw a picture of your favorite room in the building where various ages. Many of the listed activities can be used as art, you live. music, writing, math, or science projects. Be sure to draw on 3. List all of the rooms in the building in which you live. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 4. Compare the kinds of materials used to construct buildings of community resource ideas. today with those used at other times during the past 150 years.

5. Discuss why the buildings in your region have certain shapes Resources: and sizes. Would building shapes and sizes be different if you Contact the Iowa History Resource Center at the State Histori- lived somewhere else? cal Society of Iowa for a list of books, videos, organizations, 6. Compare how rooms were used at earlier times with how and ideas for studying Iowa history. Write to: Education rooms are used today. Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, Iowa 50319. 7. Look at the want ads for real estate in a local newspaper and notice the variety of buildings for sale and their prices.

8. Discuss the specialized occupations necessary to construct a building, finish it, and furnish it.

9. Discuss whether a building would be different if you had to construct it yourself rather than hire someone to build it for you.

10. What buildings do we have today that would have been unknown 150 years ago? What buildings-were known 150 years ago that we do not have today? Why?

11. List the tools, machines, and equipment necessary to construct a building. How do homes differ from business buildings?

12. List all of the specialized buildings that are constructed to contain only one function, activity, or role.

13. Discuss why we have so many rooms in our houses and what activities take place in each room. Why do we call the rooms in our houses the names we do?

14. Discuss the work of architects and how they influence what buildings look like.

15. Take a trip through your town and identify as many different styles, materials, colors, and functions of buildings as you can.

16. Visit a historic building and list the differences between it and a building constructed more recently.

17. Discuss the use of ornamentation and decoration on the outside and inside of a building.

Assessment of Outcomes: 1. List as many different kinds of buildings in your town as you can.

2. Draw a map that shows where to find these different kinds of buildings.

3. Draw a picture of a building that you would like to live in. 1J

4. List everything needed to construct a building. II. Native People Archaeology and Prehistoric Native Americans

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: Native Americans artifacts excavation Omaha Mesquakie prehistory Students will: Indians features Missouri

Distinguish between paleontology and archaeol- For both teachers and students the meanings of "paleontology. ogy" and "archaeology" are frequently blurred. Archaeology is Learn how archaeology can help us learn about often vaguely understood to be the study of rocks fossils, prehistoric Native Iowans. dinosaurs, arrowheads, or some combination of these. As teachers begin their presentations on Native Americans in Iowa it is useful to make the distinction between paleontol- Materials: ogythe study of past plant and animal lifeand archaeol- ogythe study of past human life. 1. Paper While the methods and techniques of these two disciplines can 2. Pencils or pens overlap, particularly in recovering data through excavation, 3. Paper bags and although each has as its goal the study of the past, their subject matter is largely different. 4. Time line chart showing the geological ages represented in Iowa and illustrating the major plant and animal communities In general the paleontologist excavates sites to recover characteristic of each fossilized forms of past plant and animal life. This information helps her or him to reconstruct the environment and its plant 5. Projector, screen, VCR, TV and animal communities at particular times in the remote past, as well as to trace changes in these communities over time. 6. Toy-sized dinosaur models The archaeologist excavates sites to recover the material 7. Various fossils of both plants and animals remainsartifacts and featuresleft behind by past peoples. 8. Non-fossilized bone This data helps archaeologists to reconstruct where, when, and how people lived in remote times and to trace changes in 9. Simulated artifacts such as projectile points, potsherds, bone human society over time. Although like the paleontologist the tools, and fire-cracked rock, or illustrations of such objects archaeologist may recover bone in the form of human skeletal 10. Slides of pollen grains, firepits, burial mounds, and remains and the remains of animals used by prehistoric people, excavated earth lodges, the Amana fish weir, and a fortification this bone data is useful only as it pertains to understanding ditch (the Office of the State Archaeologist at The University of past human society. Iowa should be able to provide copies of these) Two major categories of data for the archaeologist are artifacts 11. Cut-out magazine photographs of Native Americans, and features. Artifacts include all of the portable objects made various categories of artifacts, extinct and modern animals, the or used by people in the past. These can be made from various pyramids and other famous archaeological sites throughout materialsstone, bone, shell, pottery, wood, fiber, feather, and the world hairalthough usually only the most durable, such as stone and pottery, survive. 12. Reconstructions or dioramas of remote geological times. Features are nonportable remains made or built by people and include fireplaces, houses, mounds, and ditches. Archaeologists excavate sites to study these types of features and gather Background: information from them. Vocabulary: The geological record in Iowa is hundreds of thousands of archaeology history fossils sites years longer than the human record. Paleontologists who study Oto Dakota paleontology loway 1G1 the plant and animal life of these very ancient times usually 7. Divide the class into small groups of four or five students are working with fossil remains. People, however, have been each. Ask them to pretend that while they were at schoolon living in Iowa for only about 10,000years. If human bones of this day in 1995, a sudden earthquake destroyed the building that age were known in this area, they could be fossilized. But and a subsequent mudslide covered it. Ask them to pretend even though artifacts from this remote time period have been that they are archaeologists of the future who excavate the discovered in Iowa, no human skeletal remains this old have site. Have each group make a list of artifacts and features that been discovered here. might be preserved from the catastrophe. Have the students share their findings and discuss how they might help to Archaeologists find and excavate the locations where people reconstruct life in 1995 if all written records of this time period lived in the past. These locations are called sites. In diggingor were lost. excavating archaeological sites and recovering the artifacts and features found there, the archaeologist hopes to understand how, when, and where prehistoric Native Iowans lived. Assessment of Outcomes: The final activity described above is a goodway to evaluate Procedure: students' understanding of what constitutes an artifact anda feature, what types of materials would be preserved in The instructor might want to dress in the "outfit" ofa field an archaeologist or paleontologistoutdoor work clothes, boots, archaeological site, and the limitations of interpreting the past pith or "safari" type hat. without the aid of written records.

1. Begin by introducing the subject matter "Prehistoric Native Rather than utilizing a written testing format, the instructor Iowans." Ask who were prehistoric Native Iowans. The correct could devise some form of game to measure how well the students learned to distinguish between archaeology and response should be or should be stated by the instructor as "American Indians." paleontology. Such a game could be a form of archaeological/ paleontological reconnaissance whereby half of the class 2. Discuss the American Indian peoples who are known to have becomes a group of Iowa paleontologists and half become lived in Iowa about the time the first Europeans arrived. Iowa archaeologists. Students could dress the part andeven Explain how we know about these people and stress the prepare a list of appropriate tools they might need if this were written accounts of history. Refer to The Goldfinch, vol. 3,no. a real excavation. The instructor hides (buries) items and 4, pages 2-8. magazine illustrations appropriate to each discipline throughout the classroom. Each group is instructed to collect in their 3. Point out that Native Americans lived in Iowa thousands of paper bags only those items appropriate to its field of study. A years before Europeans first arrived, before we had written, set period of time is provided for the two groups to recover the historical records. This is the prehistoric period. Ask students remains. how we know this? Introduce the role of archaeology. Refer to The Goldfinch, vol. 7, no.1, pages 7-8, 12-13. Discussion then revolves around what materials were collected by each team, why they are appropriate data for eachrespec- 4. Discuss what archaeology is. Distinguish between archaeol- tive discipline, and what they could tell us about the past. ogy and paleontology. Display and discuss the geological time scale and emphasize that humans have occupied Iowa during only a very small, recent slice of time. Point out the long time separating the period of time when dinosaurs lived and theera Extensions and Adaptations: when humans lived. Have the students readpp. 1-3 in The lesson could be adapted for both younger and older Schermer. students. Instructors might wish to assign some additional readings, films, or filmstrips to older students, and those 5. Discuss excavation. Point out that both paleontologists and referenced in Schermer and Hoyer are again recommended (for archaeologists excavate sites to recover items from the past. example, Motel of the Mysteries by David Macaulay). Older Stress that the items they recover tell us different things about student could watch or be asked to watch the first Indiana the past. Use hands-on materials such as fossils, artifacts, Jones film with an eye to critiquing it from the standpoint ofan recent bone, and dinosaur models, and visuals such as slides of archaeologist or Jurassic Park as viewed by the paleontologist. pollen grains and archaeological features to illustrate and define the kind of data each type of scientistrecovers. Younger students might be given a longer time to handle fossils, artifacts, and rocks, and to sort these out correctlyas Stress that the paleontological data allows us to reconstruct appropriate to paleontology or archaeology. the plant and animal life in Iowa at very remote time periods. Emphasize that the archaeological data allows us torecon- In a final exercise, discuss paleontology and archaeologyas struct the human life in prehistoric Iowa during the past careers. Students could discuss the necessary academic 10,000 years. Refer to The Goldfinch, vol. 7, no.1,pages 4-6, credentials, potential jobs, tools and skills, and even the field 19. clothing appropriate to each discipline.

6. View the video on The Ancient Site at Cherokee. Discuss A professional archaeologist and paleontologist visit the class archaeology and how it was used to reconstruct ancient on this day would reinforce the experience. human activities at the site. Hoyer's book provides guidelines for viewing this film with students. A visit to major fossil and archaeological sites in Iowa could be 162 Archaeology and Prehistoric Native Americans

continued

planned. Suggested spots include the Coralville or Saylorville fossil locations, Toolesboro mounds, Malchow Mounds near Kingston, Indian Cave site at Sugar Bottom, Ft. Madison, Effigy mounds, Wittrock Mill Creek Village near Cherokee, and the reconstructed Glenwood earthlodge. The Office of the State Archaeologist at The University of Iowa can provide information and direction to sites that allow public visitation.

With time and resources the teacher could prepare a garbage or sandbox excavation as described in Schermer's book. Other activities and resources from Schermer's and Hoyer's books are strongly recommended.

Examples from archaeology and paleontology provide an interesting way for instructors to illustrate the application of the scientific method. The methods used in archaeology can be made applicable to social and natural sciences, history, and social science curricula. A discussion of the scientific method is indispensable in beginning any presentation on prehistoric Native Americans, although instructors also should point out that the oral traditions of Native American groups provide other perspectives on their prehistoric past.

Resources: The Ancient Site at Cherokee. Video, Iowa's P.A.S.T. series.

"Digging into Prehistoric Iowa." The Goldfinch 7 (September 1985).

"Early Explorers," The Goldfinch 12 (September 1990).

Lynn Marie Alex. Exploring Iowa's Past: A Guide to Prehistoric Archaeology. Iowa City: University of Iowa Press, 1980.

Julianne Loy Hoyer. Teacher's Guide to Iowa Prehistory. 3rd ed. Iowa's P.A.S.T, Office of the State Archaeologist, 1979.

Shirley J. Schermer. Discovering Archaeology: An Activity Guide for Educators. Iowa City: Office of the State Archaeologist, 1992. (Reproduced in Section 5 of the Prairie Voices notebook.)

163

4. Chart-an-Artifact

Artifacts are things that people make or use. A prehistoric artifact isa spear point. A modern artifact is a bicycle or a jacket. The chart shows what the artifact is used for,its name, and what it's made of. Can you fill in the missing blanks? The firstone is given. There are many possible answers for modern artifacts.

NAME OF MADE OF NAME OF MADE OF PREHISTORIC THIS MODERN THIS USE FOR THIS ARTIFACT MATERIAL ARTIFACT MATERIAL

1. Crushing food mano and metate stone blender plastic. 'metal

2. Keeping body warm robes coats. blankets

3. Playing games chunkey

4. Hunting stone. wood

5. Sewing clothes needle steel

6. Dressing up shells

7. Sheltering your family house

8. Weeding the garden hoe

9. Playing music bird bone

10. Storing food pottery

Chart-an-Artifact, page 19: Row 2. skins and furs. 164 3. round stones 4. spear point tied to a stick 5. pointed bone 6. beads 7. earthlodge: branches, mud 8. hoe: bone or shell attached to stick 9. flute or whistle10. clay BeaPrehistoric Potter You can use simple objects like sticks and shellsto make the patterns found on prehistoric pottery. First, shape modeling clay intoa pot, or flatten the clay into 4-inch squares. Then experiment with differentpatterns. Create your own designs.

Atik

tiA4 lf ffr s,-7/0 \\.... Wrap twine or string around Use a curved object like a a flat stick. Press the flat side shell. Rock it across the clay against the clay. to make rows of curved marks.

With your finger or a blunt stick, push small holes into "°"°"°°°"g°" 0 00. o0 the clay. 0 0 0 ,0 0.0 000- lit%°rill 111°,1)111)1 Mold a small amount of clay into an animal shape. Attach it as a handle to the pot.

Use a loosely woven material like burlap or basket weaving. Press it against the clay.

Kay Chambers

165 People For the Land: Native Americans in Iowa

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: melons, gourds, sunflowers, and beans. Planting began in April and continued through June. The women also gathered nuts, The overall objective is to develop student aware- berries, root vegetables, and honey and collected bark and ness of Iowa's Indians. Many tribes have lived here, cattails for weaving baskets and mats. The men hunted, fished, some have moved, and others still live here today. trapped, and protected the village from enemies.

Students will: The summer buffalo hunt was in June. Some people were left Identify Iowa's American Indian cultures and the behind to care for the crops and protect the village. The people similarities and differences in their ways of life. returned to the village to collect the harvest. Often another buffalo hunt followed the harvest. The tribe broke into smaller Create a research project, individually or in groups, groups to hunt and trap. Winter camps varied in size from a few integrating the areas of art, writing, science, music, families to larger groups living in smaller dome-shaped lodges math, literature, or home economics. built in low-lying river valleys protected from the wind. In the spring, they returned to the summer village.

The Mesquakie (Meskwahki hakiRed Earths) lived in the Materials: forests of what is now Wisconsin and Michigan. The French mistakenly called them "Fox," which was the name of one clan 1. Reference materials within the tribe. After conflict with the French and their Indian 2. Other materials depending upon student projects allies, they fled to eastern Iowa in the 1700's and settled along the Mississippi River together with their allies, the Sauk (Sac). The two groups had a similar culture, which was a blend of Background: Woodland and adapted Prairie customs, and spoke a closely related Algonquian dialect. Many tribes have lived in Iowa since the first nomadic hunters were in the area 12,000 years ago. In the 1700s, the loway, Oto, The U.S. government treated the "Sac and Fox" as a single Sauk (Sac), Mesquakie, Potawatomi, Winnebago, Omaha, and nation and made a treaty with them in 1804 to give up all land Dakota Sioux were the major tribes in this area. A tribe is a east of the Mississippi. The Sauk continued to return to their group of people who share a common land, language, govern- summer village, Saukenuk, to plant their gardens in the spring. ment, and culture. Several thousand people lived in this largest village (now Rock Island) located on the east side of the Mississippi at the mouth Unlike the racial stereotyping seen in movies and books, there of the Rock River. was a great deal of cultural diversity between different Indian tribes. Different groups had different systems of government, The government ordered the tribes to move west in 1831 but different religious practices, and different women's roles. There Black Hawk led some of his people back to Saukenuk the next also were many cultural changes resulting from contact with spring. Troops were called in and fighting broke out. The army Europeans. Early changes occurred with the sharing ideas, eventually captured and imprisoned Black Hawk. As punish- goods, and lifestyles. Later changes resulted in conflict and loss. ment, both the Mesquakie and Sauk were forced to sign a treaty selling more land. Both tribes were moved to Kansas in The land that became Iowa was made up of eastern prairie with the mid-1840s. In the 1850s, some Sauk and Mesquakie were woodlands along the rivers and the high plains area in the relocated to the Oklahoma Territory. west. Rainfall in the eastern prairie zone was sufficient for farming. Short grass (buffalo grass) grew in the drier high In' 1856 Mesquakie families on the reservation in Kansas plains, a perfect environment for huge herds of buffalo. The combined their money and sold some of their ponies. With the farming tribes of the plains lived in permanent villages made up permission of Governor Grimes, they bought eighty acres of of earth or bark covered lodges. land near the town of Tama in central Iowa. They were joined there by other families who had managed to stay in Iowa and Several related families lived in each lodge. Women did most of they were reunited on land they legally owned. Today approxi- the farming. Common crops included maize (corn), squash, mately 1,000 Mesquakies live on the Settlement, which has 166 grown to 6,000 acres. Extensions and Adaptations: The Sioux were Plains Indians whose territory included land in Plan a field trip to a museum with American Indian artifacts. Iowa and Minnesota west to Montana and from Canada south to Oklahoma. They depended on buffalo and other game for Watch a movie in class and analyze the treatment of Indian food. They also gathered nuts, root vegetables, fruits, and characters. berries. Learn research skills in the school or community library or at a There are four branches of the Sioux. They call themselves local or state historical society. different versions of the tribal name that means "allies." The Prepare Indian food items and have a meal together. Tetons use "Lakota," the Santees use "Dakota," and the Yanktons and Yanktonais use "Nakota." Invite an American Indian speaker and prepare questions for discussion. Because of their different locations, their ways of life differed. The Lakota acquired horses and began following the buffalo Create a bibliography of resources with student assessment. and living in tipis. The Nakota began using horses in the 1700s They could make recommendations of materials for different but lived in villages of earth lodges along the Missouri River ages and grade levels. where they cultivated crops. The Dakota combined cultural traits Research and projects could be expanded to include examining of the Woodland and Plains Indians. They lived in wooded river the different Indian cultures in North America. valleys in bark-covered lodges, hunted buffalo in the tall grassland country of the Mississippi, and harvested the wild rice that grew in the northern lakes. They did not keep large numbers of horses. Resources:

The Dakota were divided into several tribes. The Santee, Richard Erdoes and Alfonso Ortiz. American Indian Myths and Sisseton, Wahpeton, and Yankton lived in Minnesota and Legends. Pantheon Books, 1984. northwest Iowa. European-American settlements spread into Gretchen M. Bataille and Kathleen Mullen Sands. American their territory between 1850 and 1870 taking over land and Indian Women, Telling Their Lives. Lincoln: University of driving away game. There were outbreaks of violence. The Nebraska Press, 1984. Dakota sold the rest of their land in Iowa to the government in 1851. Many moved to Minnesota or the Dakota Territory. Joan LaFrance, Ken LaFountaine, Gary Howard, and Bettie Sing Luke. An American Indian Perspective. The REACH Center for The Sioux fought to defend their way of life but by 1890 no Multicultural and Global Education, U.S. Department of large Indian wilderness area remained free of white settle- Education, 1986. ments. Today there are eight Sioux reservations in South Dakota, two in North Dakota, four in Minnesota, one in Gaylord Torrence and Robert Hobbs. Art of the Red Earth Nebraska, and one in Montana. There are also reserved lands in People. Iowa City: University of Washington Press, 1989. Canada. William C. Orchard. Beads and Beadwork of the American Indians. New York Museum of the American Indian, 1975. Procedure: Laine Thom. Becoming Brave, The Path to Native American Manhood. Chronicle Books, 1992. Research and projects could focus on languages, powwows, common stereotypes, homes, use of resources, roles of women, John G. Neihardt, ed. Black Elk Speaks. Lincoln: University of foods and recipes, trade, music and musical instruments, Nebraska Press, 1992. storytelling and legends, games, toys, beadwork and decoration, sign language, picture language (pictographs and winter Donald Jackson, ed. Black Hawk: An Autobiography. counts), Indian place names in Iowa, locations of different Champaign: University of Illinois Press, 1964. tribes in Iowa, migrations of tribes, tribal histories, comparing "'Clothe Yourself in Fine Apparel': Mesquakie Costume in Word, and contrasting cultures, childhood, the role of warriors, Image, and Artifact." The Palimpsest 72 (Summer 1991). weapons, tools, everyday objects, famous leaders, how parts of a buffalo were used, creating maps of cultural groups, things to C.J. Brafford and Laine Thom. Dancing Colors, Paths of Native wear, medicine from plants, making paints, origin of tribal American Women. Chronicle Books, 1992. names versus names they were given by European-Americans, Carolyn Niethammer. Daughters of the Earth, The Lives and spiritual life, education of children, and looking at and analyz- Legends of American Indian Women. Collier Books, 1977. ing recent children's books or other media about Indians or with Indian characters. E. Barrie Kavasch, ed. Earthmaker's Lodge, Native American Folklore, Activities, and Foods. Cobblestone Publishing, 1994.

Assessment of Outcomes: Arlene Hirschfelder and Paulette Milin. Encyclopedia of Native American Religions. Facts on File, 1992. Contributions to class discussion. Carl Waldman. Encyclopedia of Native American Tribes. Facts on Amount of participation in projects and effort of research, File, 1986. historical accuracy, understanding, and creativity. 167 People For the Land: Native Americans in Iowa

continued

R. David Edmunds and Joseph L. Peyser. The Fox Wars: The Fred McTaggert. Wolf That I Am: In Search of the Red Earth Mesquakie Challenge to New France. University of Oklahoma People. Houghton Mifflin Company, 1976. Press, 1993. Gretchen M. Bataille, David M. Gradwohl, and Charles L. P. Stewart Cu lin. Games of the North American Indians. Vol. 1: Silet, eds. The World Between Two Rivers: Perspectives on Games of Chance. American Indians in Iowa. Iowa State University Press, 1978.

Vol. 2: Games of Skill. Lincoln: University of Nebraska Press, 1992.

"Indians in Iowa." The Goldfinch 13 (February 1992).

Nancy Bonvillain. Indians of North AmericaThe Sac and the Fox. Chelsea House Publishers, 1995.

Jeremy Schmidt McQuiston and Laine Thom. In the Spirit of Mother Earth, Nature in Native American Art. Chronicle Books, 1994.

Ray A. Young Bear. The Invisible Musician. Holy Cow! Press, 1990. (Poetry).

Martha Royce Blaine. loway Indians. University of Oklahoma Press, 1979.

Michael Caduto and Joseph Bruchac. Keepers of the Animals: Native American Stories and Wildlife Activities for Children. Golden, Colorado: Fulcrum, 1991.

Michael Caduto and Joseph Bruchac. Keepers of the Earth: Native American Stories and Environmental Activities for Children. Golden, Colorado: Fulcrum, 1988.

James R. Walker. Lakota Society. Raymond J. DeMallie, ed. Lincoln: University of Nebraska Press, 1982.

John M. Zielinski. Mesquakie and Proud of It. Photo-Art Gallery Productions, 1976.

Laurie Carlson. More Than Moccasins, A Kid's Activity Guide to Traditional North American Indian Life. Chicago Review Press, 1994.

William T. Hagan. The Sac and Fox Indians. University of Oklahoma Press, 1958.

Royal B. Hassrick. The Sioux: Life and Customs of A Warrior Society. University of Oklahoma Press, 1964.

Beverly Cox and Martin Jacobs. Spirit of the Harvest: North American Indian Cooking. Stewart, Tabori and Chang, 1991.

Karen D. Harvey, Lisa D. Harjo, and Jane K. Jackson. Teaching About Native Americans. National Council for Social Studies, Bulletin No. 84, 1990.

Hadley Irwin. We are Mesquakie, We Are One. The Feminist Press, 1980. (Fiction) 166 "How One Learns" A Mesquakie Woman's Life Story

Adapted byJean C. Florman

In 1918, a Mesquakie woman told her life story to a historian. The woman did not want her name published, so her autobiography is anonymous. Here is part of her story. Some of the language seems unusual because it is an English translation of the Mesquakie woman's own words.*

Well, I played with dolls when I made them. Of course, I would do the cooking in my play. A And then I made little wickiups [Mesquakie

houses] for the dolls to live in.. .. When I was perhaps seven years old I began to practice sewing for my dolls. But I sewed poorly. I used to cry because I did not know how to sew. Nor could.I persuade my mother to [do it] when I said to her, "Make it for me." "You will know how to sew later on; that is why .I shall not make them for you. That is how one learns to sew, by practicing sewing for one's dolls," [said my mother]. Well, when I was nine years old I was able to help my mother. It was in spring when planting was begun that I was told, "Plant something to be your own." My hoe was a little hoe. And soon the hoeing would cease. I was glad. When the girl asked her mother if she could *[Brackets like these] go around words we've added to the woman's story to make it easier to understand.

169 go swimming, her mother said, "Yes, but you When the young girl was 13, her mother and must do the washing in the river." an older woman she called "grandmother" "That is why I treat you like that, so that you began teaching her how to behave as a young will learn how to wash," my mother told me. woman. "No one continues to be taken care of forever. "Now the men will think you are mature as The time soon comes when we lose sight of the you have become a young woman, and they one who takes care of us." will be desirous of courting you," [my Soon I was told, "This is your little ax." My grandmother told me]. "If you live quietly mother and I would go out to cut wood; and I [your brothers and your mother's brothers] will carried the little wood that I had cut on my be proud...You are to treat any aged person back. She would strap them for me. She well....Do not talk about anyone. Do not lie. instructed me how to tie them up. Soon I began Do not steal. Do not be stingy...If you are to go a little ways off by myself to cut wood. generous you will [always] get something." And when I was 11 years old I continually The woman who told her life story married at watched her as she would make bags. "Well, age 19. Two of her children died in infancy, you try to make one," she said to me. She and she outlived two husbands. braided up one little bag for me. Sure enough, I nearly learned how to make it, but I made it very badly. What do you think? [My mother said,] "If you happen to know 1. Who has the most influence on this how to make everything when you no longer Mesquakie girl? She never mentions her father see me, you will not have a hard time in any in her story. Do you have any ideas why? way." 2. What kinds of things did Mesquakie girls And again, when I was 12 years old, I was learn when they were growing up? Why were told, "Come, try to make these." [They were] these things important to learn? Was it all work my own moccasins. She only cut them out for and no play? me. And when I made a mistake she ripped it 3. What do you think Mesquakie boys learned out for me. Finally I really knew how to make as they were growing up? Do you think boys them. and girls worked or played together? At that time I knew how to cook well. When 4. What did this girl's mother mean when she my mother went any place, she said to me, said "the time soon comes when we lose sight "You may cook the meal." Moreover, when of the one who takes care of us"? she made mats I cooked the meals. "You may 5. How do you learn and play today? Who get accustomed to cooking, for it is almost time teaches you about life? Are boys and girls today for you to live outside. You will cook for taught different things? Do boys and girls today yourself when you live outside," I would be work at the same things and play together? Why told. or why not? Indian tribes in Iowa were forced from their agreements) took away all of the land from the land and homes in the mid-19th century. Indians between 1824 and 1851. Indians and European-Americans had different Wild Rosie's map shows when the Indian beliefs about land and its ownership. Indians tribes of Iowa gave up their land for annual believed that land could not be owned by one payments of money called annuities. Much of person, or that it even could be bought and Iowa was purchased by European-Americans sold. Most Indians believed that land was for as little as eight cents an acre. shared by all people. Treaties (written 1851, SIOUX

KEOKUK'S RESERVE 1836

1. When did the first land cession take place'? 2. Which Indian tribes ceded their land in 1830? 3. The Potawattamie Indians ceded their land when' 4. Which tribe was the last to cede land' 5. In what part of Iowa did they live' *Spelling at the time by European Americans. Today the two tribes prefer to be called Sauk and Mesquakie (Fox).

4 !.4.4 (Lk Indian Logic Game

Can you write the tribe names under the picture that represents them? Information on the Indian Tribes of Iowa Poster will help you. The tribes to choose from are: Winnebago, Sauk, Mesquakie, loway, Potawatomi, and Sioux. by Mary Flanagan CLUES: 1. Tribes C and E were closely allied, but in fact were two separate tribes who often cooperated with one another. 2. Tribe D lived in neutral ground between other tribes while in Iowa. They were thought to be the ancestors of the Ioway Indians. 3. Tribe E's name means, "people of the yellowf7--tilLii.1114-010111 Earth." 4. Tribe B lived in teepees or earth lodges on the Great Plains and depended on the buffalo and other game NOIP* for their food supply. 5. Tribe F's name means, "keepers of the fire." They never cultivated the land.

1 7 2 6;4I I datifr tt:1

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Illustration by Mazy Moye-Rowley

73 wur5"4"'"7 it 4 .,.. ti ,ir I -5) ,.. , l ? ,,.:it r k. 4r, "::. , trA J. I, te. ,, ,' _r_ - r0 v!_46,4 7-ii7; -a 44 ., i -I ) '/ '4 -4 , , ' Slt A ' tft,K: 0.#Ak 410Mlk - ,, r T". liiK IA, s__ ,il ,- , qt: I . i'' - litik,, , "TS 8 , , %;:ws, v),,i,,x., ),'' co i ,,x -.,., ( 4 m, 44'51 ,t,,- 1.1 , J- sf 4 a 0c 4 ' CU r ,--.! ' ' 1 : , . A' CI) tit,411 ,,1 , ' .4. 1e tL, ' ? AlkirktIVA. f, :, Ix 4,! At! .1. - ---. , , Mt, * t , r:4''' 5 : . i1. 1 tt. i / lit) t k AS t .,..*1 4 4j'il ' trail I ! household chores. Ioway men were skilled VOKVte. Clou_ct hunters and trappers. When trade relations were established with the French, the Ioway no longer depended only on what they could make with materials from their environment. Iron and brass kettles and cooking vessels replaced traditional pottery. Factory ceramics acquired through trade also found their way into tribal use. Glass beads and cloth became part of the Ioway wardrobe. The Ioway, described as peaceful, friendly people, welcomed missionaries and were open to religious teaching. They soon became allies of French traders. This made the Ioway enemies of other tribes Many names of Iowa towns, counties, who wanted to control trade and river and rivers come from Indian words. The transportation. state itself gets its name from the Ioway Ioway Indians moved their villages as tribe. Ioway means "sleepy ones." buffalo and elk herds migrated and Movement of Ioway Indians has been resources such as firewood diminished. traced through territory spanning They also moved when wars with other Minnesota, Wisconsin, Iowa, Missouri, Indian tribes forced them into new Kansas, and Nebraska. territory. Living in small communities in wood- Reduced in number and weakened by frame houses, the Ioway grew corn, beans, warfare and disease, the Ioway lived in and squash on fertile river terraces (a southwestern Iowa and northern Missouri platform of earth with sloping sides). The until the government forced them off their terraces protected settlements from floods land. They were forced to live on while offering the Ioway an unobstructed reservation land in Kansas and Nebraska. view of the surrounding prairie. Women Descendants of 19th-century Ioways live tended the gardens and performed today in Oklahoma.

V When the French first encountered the Winnebago Indians in Wisconsin in 1632, the tribe was numerous and powerful. They called themselves Hotcangara, meaning "people speaking the original language." The Ioway Indians considered the Winnebago their ancestors. The Winnebago unwillingly abandoned their Wisconsin villages to become residents of Iowa. Treaties between the United States government and Winnebago required the Winnebago to give up control of their territory in Wisconsin in exchange for reservation land in Iowa in what was and useful. They were made into clothing, known as the "Neutral Ground." The moccasins, and household goods, or government promised yearly payments in traded for foreign items. cash and supplies if the Winnebago would Like many other Indian tribes, the move peacefully to the reservation. The Winnebago ate dried and smoked fish and government also promised to establish a meat, nuts, fruit, and roots. They raised military post in the area to protect the squash, pumpkins, beans, and Winnebago from possible attacks by the watermelons. Sioux, Sauk, and Mesquakie nations. By In 1846, just six years after settling in the the time U.S. soldiers escorted the Neutral Ground, the Winnebago were Winnebago to the Neutral Ground in 1840, forced to give up all claim to their land more than one-quarter of the tribe had within the Neutral Ground. The died in two smallpox epidemics. Winnebago were removed in wagons to a For their homes, Winnebago built camp in Minnesota. Then they were forced rectangular bark lodges. Some of their to relocate to South Dakota, and finally to lodges could house three families of ten Nebraska. Others later returned to people each. Animal skins were valuable Minnesota and to Wisconsin reservations.ja:

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pn-rAwaTnm I (PC a la w h Chi the V trad war trad Sau: Pi villa .S. gath, _ - - AA,LA L LC1rJl C arter attending feed the people and furs for trading. The mission schools. tribe scattered for the winter and lived in After an 1833 treaty, the Potawatomi gave hunting camps. up all the territory they still occupied in The Potawatomis turned more of their Illinois, Wisconsin, and Michigan. They land east of Mississippi over to the U.S. moved across the Mississippi River into government in the early 1800s. They were northern Missouri. Later, the state of given small reservations and encouraged to Missouri wanted this land for settlers and farm. But the Potawatomi preferred their forced the Potawatomi into Iowa. They did traditional ways and never cultivated the not want to leave the fertile land in Missouri, land. In a later treaty, the government nor did they want to settle so close to their agreed to clear and fence Potawatomi land, former enemiesthe Sioux. provide livestock and tools, then hire The first Potawatomi arrived near the government workers to farm for the Indians. present site of Council Bluffs in 1837. The Eventually these farms were sold to "keepers of the fire" lived in Iowa 10 years European-American settlers or back to the before the tide of European-American government. settlers forced them west. Reservations in Most Potawatomis still lived in Kansas and Oklahoma became home for the wigwams, but some built log houses. Potawatomi. MESQUAKIE The name " Mesquakie" whichmeans "red earth people" comes from the colorof the red soil of their homeland. Atone point in their migration, the Mesquakie lived in the forests of what isnow Wisconsin and Michigan. Seasons determined how they lived. During the summer months (May to September), the Mesquakie lived in villages located along major rivers in the center of tribal lands. Their homes consisted of poles covered with slabs of elm bark. Several families t lived in each town house. Mesquakie women tended gardens near their summer homes. They also gathered food (wild berries, nuts, and roots) and collected bark and cattails for weaving baskets andmats. Young Mesquakie boys learned to hunt small game with bows andarrows while Ktui-ya- intsva.Kie.born On 1133 the men hunted deer and elk and to reservation land in Kansas. A few protected the villages from enemies. households stayed behind, settingup Once the Mesquakie encountered camps along Iowa rivers. In 1850, European-Americans, they gathered pelts Mesquakies living on the Kansas for trading. The Mesquakie bartered for reservation combined their money and cloth, glass beads, iron andcopper cooking sold many of their ponies to purchase land utensils, blankets, and guns. Winter also in Iowa, now known as the Mesquakie provided time for tribal elders to tell stories Indian Settlement near Tama. A around campfires and for playinggames. "settlement" differs from a reservation As European-American settlers moved because the Indiansnot the west, the Mesquakie were forced to move governmentown and control the land.

178 ordered the tribes to move west. The Sauk chief Keokuk advised his people to build SAUK new villages across the river inIowa. Black The Sauk (Sac) or "yellow-earth people" Hawk, a famous Sauk, would not obey the once lived in what is nowMichigan and treaty. He led his people back to Saukenuk Wisconsin. They became allies of the the next spring. The army eventually Mesquakie as the two tribes settled along captured and imprisoned Black Hawk. To the Mississippi River. They controlled punish the Sauk and Mesquakie for Black hunting grounds in what is now western Hawk's failure to abide by the treaty, the Illinois and eastern Iowa. government forced them to sign a treaty Several thousand people lived in selling more of their land. Saukenuk, the largest Sauk village, located Conflict between tribes in Iowa territory on the east side of the Mississippi atthe occurred as the Sauk and Mesquakie mouth of the Rock River. competed for more hunting ground. Like the Mesquakie, they moved to Together they defeated the Illinois and winter camps in the late fall. Food they drove Ioway from their main village. The grew, gathered, and huntedsustained U.S. government tried to stop the fighting them through the long cold months. Each by creating a "Neutral Ground" between spring the Sauk returned to Saukenuk and the Sioux to the north and the Sauk and planted for the next harvest. Mesquakie to the South. In the 1850s, The Sauk and Mesquakie were the some Sauk and Mesquakie were relocated strongest tribes along the Mississippi River to what is now Oklahoma. in 1800. In 1804 the U.S. government, which considered the "Sac and Fox" a single nation, made a treaty with the tribes calling for them to give up all land east of the Mississippi. The government offered gifts worth $2,000 and promised annual payments. The Sauk, many of whom did not fully understand that they'd sold their land, returned to Saukenuk each spring to plant their gardens. Settlers continued moving closer, and in 1831 the government

1 .er- ww7,:"7.1117,,11.Arer7tra;Patssiz '11411(41.11 1 .[!

SIOUX The Sioux (S00) were Plains Indians whose territory included land in northern Iowa and Minnesota. They did not raise corn and vegetables like other tribes in Iowa. They depended instead on buffalo and other game for their food supply. Each fall they harvested wild rice growing in lakes. The Sioux lived in earth lodges or animal skin teepees which could easily be taken down ;:71, and moved to new village sites as the tribe pursued buffalo across the plains. The Sioux called themselves Dakota or 111 ::011 Lakota, meaning "allies." The Dakota were fl Sio(-4-X -Carri; it/ lraNte-15 'Kew- divided into several tribes. The Santee, W01011 ir\ Sou -Do.Koto, Sisseton, Wahpeton, and Yankton lived in Minnesota and northwest Iowa. The trading post near what is today Sioux City. Ogalalas, Tetons, and Blackfeet lived farther Sioux history records many wars. They west. often battled the Ioway, Sauk, and Like other Indians, the Dakota believed Mesquakie. Territorial disputes or revenge they came from the soil. Their legends say were frequent causes of wars. that their tribes lived on the plains European-American settlements closed in thousands of years before Europeans on Sioux territory during the years between explored the territory. 1850 and 1870. The Sioux resented pioneers, The Sioux initially welcomed traders, blaming them for taking their land and eager to obtain the blankets, guns, and tools driving off game. Hopelessly in debt, the they offered. War Eagle, a Sioux chief, Sioux sold the rest of their land in Iowa to the helped Europeans select a good spot fora government in 1851. III. Migration and Interaction Getting from Place to Place

Grade Level11111) Class Periods0

Goals/Objective/Student Outcomes: These inventions had a significant impact on European immigration to the United States as well as on migration Students will: within the new country. Steamships traveled from Europe to Learn about methods of transportation used North America much more quickly than the sailing ships of through history. earlier days. Trains carried passengers and goods to all parts of the country much more quickly and less expensively than Understand about the various types of power wagon or keelboat. used to aid transportation systems. Because of these technological changes, transportation routes Learn about the environmental and ecological also changed. No longer were people confine to rivers, river effects of different methods of transportation. valleys, or flat land. Railroad tracks were laid through mountain tunnels and on trestles over broad valleys. In the 20th Understand the choices made when implementing century the invention of the automobile and the airplane certain types of transportation systems. brought about additional transportation revolutions. With the Understand the roles of technological invention aid of these vehicles, it became possible to travel from coast to and natural resources in developing transportation coast in a matter of hours. Coupled with advances in communication techniques, improved transportation brought both systems. people and information closer together. Even rural communities now became part of the American mainstream.

Materials: 1. Newspapers and magazines, old and new. Procedure:

2. Catalogs containing illustrations of vehicles. This thematic lesson plan is intended to introduce this particular topic to students. The activities are intended to introduce 3. Time to look at television and listen to the radio. students to the process of inquiry that can be applied to the study Iowa history. In many cases the same activities can be 4. Maps of the state and city where you live. used to explore the topic in a variety of Iowa history time 5. Road atlases. periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum. 6. Topographical maps of the area where you live. These thematic lesson plans underscore basic skills such as 7. Books containing examples of transportation methods. reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 8. Salesperson's samples of vehicles for sale. in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; distinguishing between primary and secondary sources; using Background: charts and timelines; and developing vocabulary. The teacher Means of transportation have changed dramatically during the can introduce higher level skills through activities such as past 200 years. In less than a century, technology has carried collecting information from a variety of sources through us from travel by foot or horse to automobile and airplane. observation and questioning; compiling, organizing, and Horses and other animals such as oxen, hauled people, evaluating information; comparing and contrasting; drawing produce, and manufactured items in two-and four-wheeled conclusions or inferences from evidence; considering alterna- vehicles. The inventions of such mechanical devices as tive conclusions; making generalizations; recognizing points of steamships, steam locomotives, railroad tracks, lock and dam view; understanding how things happen and how things systems on rivers, made it possible to move people and goods change; recognizing how values and traditions influence from place to place much more quickly than before. history and the present; grasping the complexities of cause and 82 effect; developing a chronological sense; and understanding used for passenger transportation. events in context.

Extensions and Adaptations: Activities: Most of the activities listed under procedures can be easily 1. Describe the mode of transportation by which you arrived at adapted to meet the learning needs of most students at school today. various ages. Many of the listed activities can be used as art, music, writing, math, or science projects. Be sure to draw on 2. Describe all of the types of transportation you have used in teachers within your school and resource people in your the past. Why was a particular type used at a specific time and community. The folklife section of this curriculum provides a list place or for a certain purpose. of community resource ideas. 3. Draw or paint a picture of a vehicle used for transportation.

4. Display models of vehicles used for transportation. Resources: 5. Build models of vehicles used for transportation at earlier Contact the Iowa History Resource Center at the State Histori- times in our history. cal Society of Iowa for a list of books, videos, organizations 6. Write a story about transportation that does not involve a and ideas for studying Iowa history. Write to: Education vehicle. Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, Iowa 50319. *7. Prepare a bulletin board display using illustrations of various kinds of transportation systems used today.

8. Look at newspapers, television, and films and listen to the radio forexamples of how transportation vehicles or methods are being promoted and sold.

9. Discuss the various types of specialized clothing that are associated with certain types of transportation.

10. Discuss the various types of fuel associated with types of transportationvehicular or otherwise.

11. Read descriptions of travel in literature.

12. Trace routes on maps using a variety of transportation methods.

13. Find examples of fine art that have a transportation theme.

14. Find examples of music that have a transportation theme.

15. Discuss the impact of topography on our transportation choices.

16. What dangers are associated with various transportation systems?

17. Discuss how speed and comfort influence our choices of particular methods of transportation.

Assessment of Outcomes: 1. List different methods of transportation people have used during the last 150 years.

2. Draw or paint a picture of a vehicle or method of transportation that is not used in the area where you live.

3. Display models of types of vehicles and explain where and when they were most commonly used.

4. Draw a map of a practical route from where you live to a destination on the East or West Coast. 5. List the types of materials needed to make a vehicle .163 Where People Come From

(IDGrade Level

Class Periods

Goals/Objectives/Student Outcomes: and move to another. Sometimes when the people who moved here made new homes, they continued certain cultural practices Students will: that reminded them of their earlier homes. Perhaps they used Learn about the reasons that groups of people their native language in schools, church, and special newspa- migrate from one place to another. pers. They may have continued to wear traditional clothes, use customary tools, or prepare familiar food. Our state is a Understand the ways in which people identify marvelous collection of diverse people, and we are lucky to themselves as members of groups. have elements of these former cultures around us today. Learn about the ways in which people who move adjust to new locations. Procedure: Understand that differences of language, religion, This thematic lesson plan is intended to introduce this particular and culture do not offset the similarities of human topic to students. The activities are intended to introduce experience. students to the process of inquiry that can be applied to the study Iowa history. In many cases the same activities can be used to explore the topic in a variety of Iowa history time Materials: periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum. 1. Printed versions of travel diaries. These thematic lesson plans underscore basic skills such as 2. Census reports showing countries and states of birth. reading, writing, communicating orally, and collecting reference 3. Telephone directories, old and new. sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating orally, 4. Histories of local communities. collecting reference sources and using a library; distinguishing Slime to interview people in the community about where they between primary and secondary sources; using charts and timelines; and developing vocabulary. The teacher can introduce came from and why they moved. higher level skills through these activities such as collecting 6. History text books, old and new. information from a variety of sources through observation and questioning; compiling, organizing, and evaluating information; 7. Photographs of people in the process of moving. comparing and contrasting; drawing conclusions or inferences 8. List of organizations based on ethnic, racial, or religious from evidence; considering alternative conclusions; making memberships. generalizations; recognizing points of view; understanding how things happen and how things change; recognizing how values and traditions influence history and the present; grasping the complexities of cause and effect; developing a chronological Background: sense; and understanding events in context. All Americans descend from people who have come from somewhere else at various times and under various circumstances. Many people in this country are descended from Activities: European immigrants, many of whom left Europe because of famine, war, revolution, religious persecution, or unemploy- 1. Look through the telephone book for your community and list ment. Others are descendants of Africans who were forced to the probable ethnic origins of the surnames found there. come here as slaves or indentured servants. In addition, many 2. On a map of your state, find the town names that seem to people in this country are descended from people who origi- indicate the ethnic origins of the founders or the inhabitants. nated in other North or South American countries or in Asia. 3. List all of the reasons why people might leave their homes Literally hundreds of reasons exist for people to leave one place 184 and move elsewhere. Extensions and Adaptations: 4. List all of the attractions in other places that might cause Most of the activities listed under procedures can be easily people to want to move to a specific area. adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, music, 5. List all the advantages there are in moving to a new place. writing, math, or science projects. Be sure to draw on teachers 6. List all the disadvantages there are in moving to a new place. within your school and resource people in your community. The folklife section of this curriculum provides a list of community 7. Discuss what sorts of things people retain when they move. resource ideas.

8. Discuss what sorts of things people change when they move.

9. Discuss how newcomers can act to fit easily into the new Resources: community smoothly. Contact the Iowa History Resource Center at the State Historical 10. Discuss actions people already in a community might take Society of Iowa for a list of books, videos, organizations and to make newcomers feel welcome. ideas for studying Iowa history. Write to: Education Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, 11. Discuss what sorts of things people do to make new people Iowa 50319. feel unwelcome.

12. Write a report about all the different attitudes people display towards strangers.

13. Draw a picture or make a model of the means of transportation people use to move from their homes to new homes.

14. Make a chart of the ways in which people come in contact with one another in your community. Then evaluate how easily newcomers might be able to fit into these patterns.

15. On a map of the world, mark the countries from which people came to live in your community.

16. Make a table of the dates when people moved from other countriesto your community.

17. Find illustrations of people voluntarily moving from one place to another.

18. Find illustrations of people involuntarily moving from one place to another.

19. Write a fictitious diary of someone your age who lived 100 years ago and who moves from home to a strange place.

20. Write a story about a person who is having a hard time forgetting her or his old home and adjusting to a new home.

21. Write a report about the ways people identify themselves to others and why they might choose these ways.

Assessment of Outcomes: 1. List of all of the places of origin for people in your community.

2. Draw a map that shows the places in the world from which people came to settle in the United States.

3. Write a report about why people left their homes and moved a hundred years ago and contrast those reasons with the reasons people move today.

4. Make a chart of the different means of transportation that people use to move.

5. Draw a map that shows the routes people traveled in the 18th- and 19th-century United States. 185 Names

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Goals/Objectives/Student Outcomes: topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the Students will: study Iowa history. In many cases the same activities can be Learn about the origins of surnames. used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with Learn about the origins of names for towns, cities, other topical areas in this curriculum. counties, states, and people. These thematic lesson plans underscore basic skills such as Understand the ways in which nicknames are reading, writing, communicating orally, and collecting reference created and used. sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; distinguishing Materials: between primary and secondary sources; using charts and timelines; and developing vocabulary. The teacher can introduce 1. Outline map of the county higher level skills through these activities such as collecting information from a variety of sources through observation and 2. Outline map of the state questioning; compiling, organizing, and evaluating information; 3. Dictionary comparing and contrasting; drawing conclusions or inferences from evidence; considering alternative conclusions; making 4. Telephone book generalizations; recognizing points of view; understanding how 5. Paper and pencils or pens things happen and how things change; recognizing how values and traditions influence history and the present; grasping the 6. Iowa Department of Transportation road map of Iowa complexities of cause and effect; developing a chronological sense; and understanding events in context.

Background: Names of communities often are taken from natural features of Activities: the landscape, original settlements, Native American words and 1. Write your full name. names, and important local events. Counties and towns have been named after United States presidents and other noted 2. Write the name of the town or city, the county, and the state politicians, famous military heroes and battles, and even leaders where you live. from other countries. Of course, the origins of some place 3. Discuss the differences between first and last (surnames) names are inexplicable. Occasionally a geographic name will be names, and also the uses of middle names. unique. 4. Discuss the use of Roman numerals after names and the use Just as the names of towns and counties derive from a variety of the word "Junior." of sources, so do the surnames of people. A person's last name may come from an occupation, an ancestor's place of origin, a 5. For each student name, look in a telephone book for other physical characteristic, a nickname based on a personality trait, people who have the same first name and surname. or a position of social status. The same name may appear quite 6. Look at a map for other towns and counties with the same differently in different languages. For instance, the common name as the town and county where you live. English name, Smith, is equivalent to Kovac in Czech and Kuznetzov in Russian. 7. List names of people that derive from occupations.

8. List names of people that derive from where people lived.

Procedure: 9. List names of people that derive from physical characteristics This thematic lesson plan is intended to introduce this particular and ways of behaving. Resources: 10. List first names of people that derive from religious beliefs. Contact the Iowa History Resource Center at the State Histori- cal Society of Iowa for a list of books, videos, organizations 11. List names of towns and counties that derive from Native and ideas for studying Iowa history. Write to: Education American Indian words. Coordinator, State Historical Society of Iowa, 600 East Locust, 12. List names of towns and counties that derive from the Des Moines, Iowa 50319. names of trees, birds, animals, flowers, and other elements of nature.

13. List names of towns and counties that derive from compass directions.

14. List names of towns and counties that derive from colors.

15. List names of towns and counties that are identical to the names of Presidents of the United States.

16. List names of towns and counties that are the same as the names of states in the United States.

17. List names of towns and counties that are the same as the names of cities in other countries, or the names of other countries.

18. List names of towns and counties that derive from natural geographic features.

19. On an outline map of your own county, locate the names of all the towns, cities, and townships.

20. On an outline map of Iowa, locate the names of the towns, cities, and counties listed in the above exercises.

21. List as many occupations as you can that are not used as the basis for surnames that you have heard of.

Assessment of Outcomes: 1. Each student should contribute at least one name to each category mentioned in the above exercises.

2. Each student should locate on a map at least one name from each category mentioned in the above exercises.

3. Each student should define the origin of her or his surname.

4. Each student should define the origin of his or her first name.

5. Each student should name at least one occupation that is used as the basis for a surname.

Extensions and Adaptations: Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, music, writing, math, or science projects. Be sure to draw on teachers within your school and resource people in your community. The folklife section of this curriculum provides a list of community resource ideas. 187 African-American Iowans: 1830s to 1970s

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slaves during the 19th century. After the Civil War and the Goals/Objectives/Student Outcomes: Emancipation Proclamation, former slaves came to the Midwest, settling in already established African-American communities in southeastern and western Iowa. They had few choices of work Students will: mainly unskilled or semi-skilled labor. In the mid 1860s African- Americans worked for railroad companies laying tracks across the Explain how African Americans, despite their small country, including Iowa. Later they worked as waiters and porters numbers in the state of Iowa, have been a part of on the railway cars. Because of their race, however, they were not Iowa history since before statehood and have hired for better-paying positions such as engineers and conduc- contributed to the social, political, cultural, and tors. economic evolution of the state. By the 1880s many African-American Iowans moved from rural Be introduced to the accomplishments of African areas to cities and worked as hotel porters and doormen, waiters, cooks, maids, and barbers. Some started their own businesses. Americans in Iowa history Others worked as doctors, lawyers, pharmacists, and school Explain how legal and illegal discrimination has teachers. They served the needs of their communities when many European Americans would not. affected African-American Iowans and how African-American Iowans succeeded in overcoming Around the turn of the century, numerous African Americans found discrimination and racism. jobs in southern and central Iowa coal mines. A well-known coal mining community was Buxton, where many ethnic groups lived in harmony until the mines closed and the community was abandoned in the 1920s. Materials: Civil rights issues became increasingly important in this century. 1. Art materials for poster To combat inequality and violence against African Americans, the National Association of Colored People (NAACP) was organized in 2. Props for play (optional) 1909. Iowa's first chapter, in Des Moines, was organized in 1915. 3. Blackboard By 1947 chapters existed in at least 12 cities. To help yomger African Americans, NAACP youth councils were organized for those 12 to 21 years old. Background: African-American travelers often were refused rooms in Iowa's hotels. African-American churches enlisted the support of church Iowa's first African-American residents were slaves who had been members who allowed travelers to stay in their homes. In 1954 brought here illegally by European Americans in the 1830s. African Cedar Rapids businessman Cecil Reed and his wife, Evelyn, Americans also came on their own to escape slavery. In the 1840s opened the Sepia Motel for people of all races. they found work in the Dubuque lead mines. In the river towns of Burlington, Davenport, Keokuk, and Sioux City, they worked as By the 1950s and 1960s, many restaurants and hotels still deckhands on ships that traveled on the Mississippi and Missouri discriminated against African Americans. In 1947, civil rights Rivers. Most African Americans were drawn to Iowa and other leader Edna Griffin sued a downtown Des Moines drugstore northern states hoping to gain a better education, higher wages, because it refused to serve her at the lunch counter. The drugstore and a better way of life. was found guilty of violating the state's civil rights law and was find $50. The owners appealed the court's decision, and the case Iowa's early laws made it difficult for African Americans to settle went to the Iowa Supreme Court. On December 13, 1949 the high here. They were required to post a $500 bond and present a court ruled in Griffin's favor. Griffin had won her case, but many Certificate of Freedom. They also were denied the civil rights Iowa businesses continued to discriminate. European- American settlers received. In 1851, for example, Iowa passed laws that excluded African Americans from voting or The same year that Edna Griffin sued the Des Moines drugstore, holding seats in the General Assembly. the Iowa Legislature shot down a civil rights bill. Sixteen years later, the Iowa Legislature passed the first civil rights bill since Although most Iowans didn't view African Americans as equals, 1892. This act, "The Iowa Fair Employment Practices Act," made it most residents did oppose slavery. Several Iowa towns housed stops on the Underground Railroad, a secret escape route for 133 illegal for businesses to discriminate against employees or job DAY 2: applicants. Organize a performance of "The Fight For Equality," an attached play. Students who don't have acting parts may be in charge of In 1964 the U.S. Congress passed The 1964 Civil Rights Act. It props and costumes. Some students may be audience members. would be another year until the Iowa Civil Rights Act of 1965 Have these students write a review of the play. If possible, invite became law. Among other things, this act created the Iowa Civil parents and others to view the performance. Rights Commission. This organization investigates discrimination complaints filed by African Americans and other minorities. Procedure 4: Taking Care of Business-1 class period Share and discuss the "Spreading the News" attachment. Discuss Some of Iowa's cities organized human or civil rights commissions the importance of newspapers and other forms of communica- in the 1960s and 1970s to combat discrimination. The Iowa Civil tions and why African-American Iowans established their own Rights Act became law during the national Civil Rights Movement newspapers. Reproduce copies of the "Newspaper Slogans" of the 1960s and 1970s. African-American Iowans supported this attachment. Divide students into groups. Assign each group a national cause as they worked to gain civil rights in their home slogan or two to interpret, allowing them to use a dictionary. Ask state. them to decide why the newspaper owners chose a certain slogan. What do the slogans mean? What purpose do slogans serve? Procedures: Procedure 1: Overview-1/2 class period Share and discuss the time line and background information with Assessment of Outcomes: students. Discuss why African Americans came to Iowa, what they Students will: found when they arrived, and what they did once they got here. develop a poster depicting life in Iowa for African Americans, Write population numbers (see attachment) on the board and discuss the numbers. What do they mean, what are their signifi- basing the poster drawings on attached timeline information. cance, etc. Is there power in numbers? Why and how? trace anti-discrimination laws in either written or oral form. Instruct students to make a poster that depicts life in Iowa as an work in groups to select one biography about one African- African American at a specific period of time. They should base their drawings on the discussion of the timeline and background American Iowan. Students in each group will read the biogra- information. phy, discuss it with other group members, and then present to the class a group oral report about their subject. Procedure 2: Discrimination and Prejudice- 1 class period Discuss laws that have discriminated against African Americans throughout Iowa history, as well as the laws that were meant to Extensions and Adaptations: end discrimination. Trace these laws through history by writing Organize the activity "Brown Eyes, Blue Eyes." This is a two-day them in chronological order on the black board. A list of important exercise that can be put into place at any time. See laws is attached. Ask students to discuss how Iowa laws have "African-American Iowans, 1830 to 1970s," The Goldfinch 16 ( 15, discriminated against African Americans. or the book A Class Divided by William Peters, for instructions. At the end of the exercise have each student write an essay about Encourage students to discuss times when they have been how it felt to be discriminated against. discriminated against because of race, gender, religion, etc. Ask them if laws today protect all citizens and if prejudice and Encourage each student to conduct an oral interview with an discrimination exist today. (This would be a good place in African American in his/her community and then write an essay introduce the "Brown Eyes, Blue Eyes" exercise discussed in the about the person's life. As a class, determine what questions are Extensions and Adaptations section). important to ask the interview subjects. Combine all essays into a Procedure 3: Biography and Overcoming book and donate it to the public library or local/county historical Discrimination-2 class periods society. Ask a local business to donate funds for photocopying and binding. DAY 1: Divide students into groups. Have each group read one of the Have students write poems or stories from the attached vocabu- attached biographies of an African-American Iowan and answer lary list. the following questions: Read and discuss articles from "African-American Iowans, 1830s 1) What did this person accomplish in his/her life? to 1970s," The Goldfinch, Volume 16, No.4. 2) How was this person discriminated against?

3) What did this person do about the discrimination he/she faced? Resources: 4) Do you think all African-American Iowans were able to "African-American Iowans, 1830s to 1970s." The Goldfinch 16 overcome discrimination before there were laws meant to protect (Summer 1995). all citizens? "Blacks in Des Moines." The Goldfinch 10 (November 1988): 20. Each group should present their person to the rest of the class, sharing the information gathered from answering the above "A Father Fights for Equal Rights." The Goldfinch 2 (April 1981): questions. 10.

Have students complete the attached map exercise to learn more "History Makers: Underground Railroad." The Goldfinch 9 about African Americans and African-American communities in (November 1987): 30. Iowa history. 189 African-American Iowans: 1830s to 1970s

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"Separate School: Education for African Americans." The Gold- as the first African-American law student at Drake University in finch 16 (September 1994): 6-7. Des Moines. He was not allowed to live or eat on campus. In 1958, Glanton became Iowa's first African-American judge. "African-Americans in Iowa's Past," brochure produced by the State Historical Society of Iowa, Des Moines. 1960s & 1970s: By 1963, the Civil Rights Movement was underway throughout the country. African Americans continued to Bergmann, Leo-la. The Negro in Iowa. Iowa City: State Historical demand equal rights under the law. Slowly, others began to listen. Society of Iowa, 1969. African-American Iowans joined the demonstrations in Iowa. They Hawthorne, Frances E. "African Americans in Iowa, 1830-1992: A continued their involvement with organizations such as the Chronicle of Contributions," document produced with a grant National Association for the Advancement of Colored People from the Iowa Humanities Board. Copies available at SHSI (NAACP). The Iowa chapter of the Congress of Racial Equality libraries. (C.O.R.E.) was organized in Des Moines in 1963. In 1964, James H. Jackson of Waterloo and Willie Stevenson Glanton of Des Robert V. Morris, editor. The Iowa Bystander, February 1994. Moines, became the first African-American man and woman to be Copies available at SHSI libraries. elected to the Iowa General Assembly.

Population Figures* Timeline 1840: African-American population in Iowa: 188 1830 & 1840s: African Americans who came to Iowa in the 1830s and 1840s hoped to find a better life. But Iowa has not Total Iowa population: 43,112 always been a haven for all African Americans. There were laws, 1860: African-American population in Iowa: 1,069 known as "Black Codes," that said African Americans could not Total Iowa population: 674,913 settle in Iowa unless they could prove they were not slaves. African-American children were banned from many schools 1880: African-American population in Iowa: 9,519 organized by European-American settlers. Despite these obstacles, Total Iowa population: 1,624,615 life in Iowa was better than life in the South, and African Ameri- cans continued to settle along the Mississippi and Missouri Rivers. 1900: African-American population in Iowa: 12,693 Total Iowa population: 2,231,853 1860s: The early 1860s were a time of conflict in the United States. The Civil War divided the nation between 1861 and 1865. 1930: African-American population in Iowa: 17,380 African-American Iowans were among abolitionists who directed Total Iowa population: 2,470,939 runaway slaves to freedom on the Underground Railroad. After 1970: African-American population in Iowa: 32,596 the Civil War, most African Americans worked as laborers. In 1867, Total Iowa population: 2,825,285 African-American Iowans organized and lobbied to have the Black Codes repealed. * These figures were taken from Leola Bergmann's The Negro In Iowa as well as Iowa census documents. 1880s: African-American communities sprung up in Iowa's cities where African Americans continued to organize churches and social and professional clubs. Iowa's first African-American Laws newspaper was published in Corning in 1882. In 1884, the Iowa Legislature passed a Civil Rights Act outlawing discrimination in 1820: U.S. Congress passed the Missouri Compromise and made some public places. Most European Americans ignored this law for slavery illegal in parts of the Louisiana Purchase, including Iowa. decades. 1830s-1850s: A series of laws, known as "Black Codes," were 1900s: By 1900, thousands of African Americans had come to passed in Iowa. Under these laws, African-American Iowans could Iowa to replace striking coal miners in southern and central Iowa. not vote, attend public schools, or testify in court against a The coal mining community of Buxton was organized in Monroe European-American Iowan. County in southern Iowa. Here African Americans and European 1868: African-American men in Iowa were given the right to vote. Americans lived and worked together peacefully. African Ameri- The Iowa Supreme Court ruled that Iowa's public schools should cans operated stores, clubs, schools, churches, law firms, and be open to all children regardless of race or religion. newspapers and served as law enforcement officers. The town had a YMCA, a roller skating rink, and a baseball team. 1884:The Iowa Legislature passed the Civil Rights Act outlawing public discrimination in hotels, barber shops, theaters, and on 1930s: The Great Depression swept across the country. Iowans public transportation. Most European-American Iowans ignored felt the strains of economic hardship. In 1930, about half of Iowa's this law for decades. African-American population was employed. Those who had jobs worked primarily in meat packing plants and coal mines and as 1892: Another civil rights law was passed that made discrimina- janitors and housekeepers. In 1939, Luther T. Glanton, Jr. enrolled tion illegal in restaurants and bath houses. I0 1963: The Iowa Legislature passed the Iowa Fair Employment Susan went on to become the first African-American woman to Practices Act and made it illegal to discriminate against an graduate from high school in Muscatine, and perhaps, the first in employee or job applicant based on his or her race or religion. Iowa. She married a Methodist minister, moved to Cedar Rapids, and established a successful dressmaking business. 1964: The U.S. Congress passed the national Civil Rights Act. Her sister, Rebecca, and brother, Alexander, Jr., also graduated 1965: Another Iowa Civil Rights Act was passed, and the Iowa from a Muscatine high school. In 1880, Alexander, Jr. became the Civil Rights Commission was created to investigate illegal first African-American man to receive a law degree from the discrimination in the state. University of Iowa. His father, Alexander, Sr. also studied law at the University of Iowa and at the age of 58 was the second African-American man to earn a law degree there. In 1890 he was Biographies appointed to serve as consul to the African country of Liberia. Ralph Montgomery Today, Alexander and Susan Clark are remembered for their love (1795?-1870) of education and for taking the first step in demanding an equal In the early 1830s, a man named Ralph Montgomery heard that a education for all of Iowa's students. fortune could be made at the Dubuque lead mines. But Ralph Montgomery was a slave. He was not allowed to leave the slave Pauline Humphrey state of Missouri to travel to free territory unless his owner, 1906-1993 Jordan Montgomery, went with him. Pauline Robinson Brown wanted to open a beauty school in Des Moines in the 1930s. Because she was an African-American In the spring of 1834 Jordan wrote an agreement giving Ralph woman, business opportunities were hard to find. Despite this, permission to travel to Dubuque. Ralph promised to pay Jordan Pauline opened Crescent School of Beauty Culture in 1939. She $550 plus interest in return for his freedom. was the first African-American woman to own and operate a certified cosmetology school in Iowa. She was also the first Ralph worked in the lead mines for four years but never made African-American woman certified to teach cosmetology in Iowa. enough money to buy his freedom. Two slave-catchers offered to return Ralph to Jordan for $100. They captured and handcuffed Pauline was born Myrise Pauline Robinson in 1906 in Des Moines. Ralph and prepared to send him back to Missouri on a Mississippi She started school at the age of four because her grandparents, riverboat. Fortunately for Ralph, Alexander Butterworth, a who were her guardians, couldn't afford to stay home from work concerned eye-witness, saw Ralph's capture. With the aid of judge to take care of her. After graduating from East High School in T.S. Wilson and a court order, he rescued Ralph from his captors 1922, Pauline studied physical education at the University of Iowa just in time. in Iowa City for two years. She married, had a daughter and divorced. Ralph's freedom rested in the hands of the newly established Iowa Supreme Court and judge Wilson, one of Iowa's first judges. The In the 1930s she began to pursue her dream of owning a beauty court had to decide whether or not Ralph was a fugitive slave. The school. When no Iowa school would admit her because she was case, called "In the Matter of Ralph (a colored man)" made African American, Pauline moved to Chicago with her daughter history as the first decision of the Iowa Supreme Court. On and studied cosmetology at Madame CJ. Walker's cosmetology Independence Day 1839, Ralph was declared a free man. school. When she arrived back in Des Moines in 1936, Pauline opened a beauty shop and began to save money to start her own About a year after the hearing, the same judge saw Ralph again, school. In the late 1930s Pauline was admitted to a cosmetology working in the garden behind the judge's house. school in Fort Dodge where she became certified to teach.

He asked Ralph what he was doing. A few years later Pauline's dream of opening her own store came "I ain't paying you for what you done for me. But I want to work true. She opened the Crescent school on February 2, 1939. In for you one day every spring to show you that I never forget," those days it was extremely difficult for a woman, especially a Ralph replied. Ralph was true to his word. woman of color, to go into business on her own. Many people weren't willing to sell or rent business property to African Susan Clark and Family Americans. Pauline had trouble with the suppliers who sold her If you've ever changed schools, you know the first day at a new the beauty products she needed to run her school. school can be scary. Imagine the courage it took for 12-year-old Susan Clark, a young African-American girl, to climb the steps of Pauline also developed and successfully marketed her own line of cosmetics and beauty products called Myrise Paule. In 1944 she Muscatine's Grammar School No.2 in September 1867, only to be turned away because of her race. It was against the law for married Major Humphrey who joined her in running the business she loved. Pauline Robinson Brown Humphrey died in 1993. African-American children to attend public schools with European-American children. Instead, they had to attend separate schools.

Susan and her father, Alexander Clark, knew this was wrong. They sued the schools district, and took their case to the Iowa Supreme Court. The court ruled in Susan's favor and in 1868 she enrolled at Muscatine Grammar School No.2. It would take another six years until all of Iowa schools were open to all children, regardless of race, nationality, or religion.

Susan Clark was a brave girl from a remarkable family. Her father was a successful Muscatine businessman. The son of freed slaves, he believed a good education was essential to the advancement 191 of African Americans. African-American Iowans: 1830s to 1970s

continued

The Fight For Equality. child! Something must be done! A Play to Read or Perform Grandmother Clark: [passes a bowl of fruit] Granddaddy and I were both slaves in the early days down South. After the Civil War, Congress passed the Thirteenth Amendment to the U.S. This five-act play based on true events can be read silently or Constitution. It said slavery was illegal. Black folks aren't performed with the simple props listed. Set up a table and slaves any more, but we still have to fight for equality. Now it chairs to represent the classroom in Act One, the classroom in causes a great pain in my heart to see Susan treated so bad. Act Two, and the courtroom in Acts Three and Four. Alexander, Jr.: What's discriminatory? Note: The words in brackets [like this] tell the actors what they should be doing as they speak lines or what tone of voice they Grandmother Clark: In this case, son, it means that people are treating Susan badly because of the color of her skin. should use. Alexander: I enlisted with the First Iowa Colored Volunteer Army in the Civil War to fight against slavery. I will not have ACT ONE my daughter discriminated against. I'll go to talk to the school Narrator: It is September 10, 1867, in Muscatine, Iowa. Susan board tomorrow and if they won't let Susan into the school, I'll Clark walks to the neighborhood's Grammar School No.2. It take them to court! will be her first day at the school. She walks into the classroom carrying a book. ACT THREE Narrator: The school district's board of directors tells Clark that Marion Hill: [sitting at her desk, looks up when Susan walks Susan cannot go to Grammar School No.2. Clark, in turn, sues into the room] Hello, what is your name? (brings legal action against) the school board and the case Susan: Susan Clark. goes to court. Does a school board have the right to require black children to attend separate schools? In a court room... Hill: I think you must have the wrong school, dear. The school for "colored" children is across town. William Brannon: [stands up behind a desk and faces the district court judges] Alexander Clark has been a free resident Narrator: Susan looks at the students in the class. They are all and tax payer in Muscatine for several years. His daughter, white children and they are staring at her. Susan, was denied admittance to Grammar School No.2 because she belongs to the "colored race." Susan: [shaking] But this school is only a few blocks from my house. I don't see why I can't go to school here! Judge Cole: Please state the arguments for the board of directors' decision. Hill: [stands up, walks toward Susan, puts her arm around her shoulder, and whispers] I'm sorry, Susan. You can't go to this Henry O'Connor: [walks up to the judges] First, the board of school. It is only for white students. Why don't you run along directors say there is a separate school building with a teacher and go to the school for colored students. for colored children in the district. Second, most people in the community are opposed to colored and white children Susan: But, Miss [Susan is led out the front door. She attending the same school. Third, it is in the best interest of walks quickly away. She hears the bell ring for the beginning of both races for them to be educated in separate schools. Fourth, class.] school laws give the board the right to require children to ACT TWO attend separate schools. Narrator: At the Clark's house, the family sits down for dinner Narrator: The case continues as both sides present their at the kitchen table. arguments. The case then goes to the Iowa State Supreme Alexander Clark: How was your first day at school Susan? Court in April, 1868. There the decision will be made. Will Susan be able to attend Grammar School No.2? Susan: [she sobs] The teacher, Miss said I couldn't go to school. She said the school was only for white children. ACT FOUR Narrator: Three Iowa State Supreme Court judges review the Rebecca: They wouldn't even let her stay! case and present their decisions.

Alexander: [slams his fist on the table] It is her constitutional Judge Cole: Our government is founded on the principle of right to be able to attend the same school as a white child. equal rights to all people. Laws on education provide for the Iowa's Bill of Rights says all citizens are equal! education of all the youths of the State without distinction of Catherine: Our child is refused the same rights as a white color. Therefore, I believe that Susan Clark should be allowed to attend Grammar School No.2. Questions Judge Dillon: The board of directors has no special powers to 1. Why did the Muscatine school board officials want to keep require colored children to attend a separate school. They Susan out of Grammar School No.2? Name four reasons. cannot deny a youth admission to any particular school, 2. What did the Iowa Supreme Court judges decide? because of his or her color, nationality, religion, or the like. The board of directors can only create school district boundaries 3. What do the Thirteenth and Fourteenth Amendments say? which determine where a student may attend. Explain.

Narrator: Because two out of the three Supreme Court judges agree that Susan should be allowed to attend Grammar School Spreading the News No.2, the Clark's win the case. However, the third judge disagrees with their decision. Judge Wright gives his dissenting Newspapers can shape people's ideas of what is real and what is (different) opinion. right or wrong. Many people have formed opinions about African-American Iowans from stories they read in newspapers. Judge Wright: The board of directors has the right to say where But newspaper reporters and editors can be unfair. Some children shall attend schools. It is in the best interest of the European-American newspapers in Iowa history have printed schools, if a separate school for colored children (in the same stories about African-American criminals, but ignored positive district) can be provided. The equality of all peoples, as stated news from African-American communities. African-American Iowans knew negative newspaper coverage wouldn't change in the constitution, is preserved if equal schools are provided unless they changed it themselves. And that's just what they did. for colored children. Iowa's first African-American newspaper was the Colored ACT FIVE Advance, published briefly in Corning in 1882 by founder and Reporter: [holds a pad and pencil and walks up to the Clark editor C.S. Baker. Since then, African-American Iowans have family outside of the Court House] produced more than 40 newspapers (mostly weekly publications) to cover happenings in their communities. Newspaper coverage Mr. Clark, what do you think about the Supreme Court's stretched across the stateas far north as Mason City, as far decision today? west as Sioux City, and as far east and south as Keokuk.

Alexander: My family and I are happy that the Court realized Often called the "fighting press," African-American newspapers the Iowa Constitution provides education for "all youths of the shared local, state, national, and sometimes international news state." All people are entitled to equal rights under the with Iowa's African-American communities. Readers learned of constitution. While it is a positive step toward that goal we still births, deaths, and weddings. They read about the accomplish- have a long way to go before all men and women of different ments of African-American athletes, professionals, and students races are truly equal under the law. who were ignored by other newspapers simply because of their race. African-American businesses advertised goods and services. Reporter: Susan, what do you think about the decision? African-American newspapers kept readers informed about civil rights issues in Iowa and across the country and spoke out against Susan: I'm happy that I can go to Grammar School No.2. Now unfair treatment of African-Americans. other children like me can go to the public schools that they want to!

Narrator: In the following month, July 1868, the Fourteenth Gathering the news Amendment to the U.S. Constitution became law. It said that Editors used correspondents in many Iowa communities to collect people born in the U.S. or those who were naturalized here are statewide news. These correspondents reported on events in their citizens of the U.S. and the states in which they live. The communities and sent the news to editors. Correspondents often Fourteenth Amendment also said that states cannot limit the worked for free. "It was a service to their community," said Dr. rights of U.S. citizens. They must treat all people equally under Allen W. Jones, a retired university professor in Alabama. the law. Susan Clark went on to become the first black "Frequently they also handled subscriptions in their area and sometimes they got commissions." graduate of Muscatine High School. Women correspondents for the Iowa Colored Woman, published by Sue M. Brown in Des Moines between 1907 and 1909, gathered news from Buxton, Cedar Rapids, Keosauqua, Oskaloosa, and Marshalltown. Statewide correspondents helped THE END Des Moines' Weekly Avalanche cover happenings in communities large and small.

A well-known paper Most African-American newspapers in Iowa have not survived for more than a few years because they didn't have enough financial support from subscribers and advertisers.

But one newspaper survived despite the odds. One of the nation's 1 9 3 longest-running African-American newspapers was The Iowa Bystander, established in 1894 by a few Des Moines businessmen. In 1922, Des Moines lawyer James B. "J.B." Morris, Sr. purchased African-American Iowans: 1830s to 1970s

continued

it and published the weekly paper for almost 50 years. Morris' Vocabulary young grandsons, William, Brad, and Robert, often worked at the prejudice: strong dislike of a certain group of people because of newspaper office hand-folding copies of the paper for distribution their race, religion, etc. across Iowa. Years later, Robert and William edited the paper for a brief time. The newspaper stopped publishing in 1987. discrimination: unequal and unfair treatment because of prejudice.

segregation: forced separation of groups based on gender, race, More than news religion, etc. African-American newspapers provided more than news. They civil rights: citizens' rights, like the right to vote, protected by gave African-American Iowans experience as press operators, the U.S. Constitution. reporters, editors, and photographers. Young people earned money as delivery boys. colored: an outdated term for an African American.

Moving on In the 1960s and 1970s more and more African Americans were hired at European-American-owned newspapers in Iowa and across the country. African-American newspapers, like The Iowa Bystander, lost talented employees. Today, African-American radio stations, magazines, and television programs, in addition to newspapers, continue the spirit and determination of the fighting press.

Newspaper Slogans* "Equal Rights to All: Special Privileges to None" The Weekly Avalanche, Des Moines, 1891-1894

"The Advancement of the People in General and the Afro-American in Particular" Iowa Baptist Standard, Des Moines, 1897-1899

"Sowing Seeds of Kindness" Iowa Colored Woman, Des Moines and Buxton, 1907-1909

"Justice Toward All and Malice to None, We Applaud the Right and Condemn the Wrong" Eagle, Buxton, 1903-1905

"Fear God, Tell the Truth, and Make Money" The Iowa Bystander, Des Moines, 1894-1987

"The Observer Covers Iowa like the Dew" The Observer, Des Moines, 1939-1948

"We Wish to Plead Our Own Cause. Too Long Have Others Spoken for Us." The Challenger, Des Moines, 1981-1984

"We Will Inform the Public... Without Fear or Favor" Waterloo, 1963-1974

*Information for this exercise was provided by Allen W. Jones, Ph.D., whose extensive essay, "The Black Press in Iowa, 1882-1987," will appear in The Black Press in the Midwest, edited by Henry Lewis Suggs, to be published by Greenwood Press, summer 1995. African-American Heritage Spans the State

Match the name of the town with the dot that corresponds to its location on this map (answers on next page).

Ames: George Washington Carver, the scientist Des Moines: Site of the World War I Colored who discovered many uses for the peanut, gradu- Officers Training Camp at Fort Des Moines. ated from Iowa State University. Dubuque: Ralph, a former slave, lived here. In Buxton: A coal-mining town with a large African- 1839, the Iowa Territorial Supreme Court ruled that American population. he could not be enslaved under Iowa law.

Cedar Fa lls/Waterloo: Southern blacks migrating Iowa City: The Iowa Federation of Colored north came to these communities by railroad. Women's Clubs owned a dormitory for black women attending the University of Iowa. Cedar Rapids: After the Buxton mines closed, many workers migrated here. Lewis: George Hitchcock's house was a station on the Underground Railroad. Centerville: One of the first Iowa Chapters of the National Association for the Advancement of Muscatine: Susan Clark, an African-American, was Colored People (NAACP) formed here. denied access to a school. The courts determined that students could not be required to attend Davenport: After the Civil War, African-Americans separate schools because of their race. found jobs with steamboats and railroads. Sioux City: Many African-Americans found employment in the meat-packing industry. 195 BONUS! Find the Mississippi & Missouri rivers. Many African-Americans traveled these rivers after the Civil War. ANSWER KEY

African-American Heritage Spans the State

Cedar Rapids

Cedar Falls/Waterloo: Southern blacks migrating Iowa City: The Iowa Federation of Colored north came to these communities by railroad. Women's Clubs owned a dormitory for black women attending the University of Iowa. Cedar Rapids: After the Buxton mines closed, many workers migrated here. Lewis: George Hitchcock's house was a station on the Underground Railroad. Centerville: One of the first Iowa Chapters of the National Association for the Advancement of Muscatine: Susan Clark, an African-American, was Colored People (NAACP) formed here. denied access to a school. The courts determined that students could not be required to attend Davenport: After the Civil War, African-Americans separate schools because of their race. found jobs with steamboats and railroads. Sioux City: Many African-Americans found employment in the meat-packing industry.

196 Hispanics in Iowa

Grade Level

CDClass Periods

Goals/Objectives/Student Outcomes: empire census

Students will: settlement

Indicate knowledge of Hispanic involvement in consciousness Iowa by making a timeline. ethnic groups Identify Latin American countries in the Western Our Lady of Guadalupe Hemisphere. land grants Identify notable Hispanics and discuss their contributions to Iowa and the U.S. Anglo Iowans have several ideas about Chicano Iowans. First, many Anglo Iowans see all Chicanos in Iowa as migrant workers, people that move from one place to another. Sec- Materials: ondly, they often view Chicanos as quaint little foreigners with heavy Spanish accents. And finally, they see them as a "prob- 1. Map of Iowa lem population," as nonwhite, poor, and uneducated people who are on welfare. All these are false impressions, the third 2. Iowa map showing 1990 census data resulting from a misinterpretation of history. 3. Map of Western Hemisphere The majority of Chicanos in Iowa are permanent residents, 4. Photos, newspaper and magazine articles, and other sources many of them third or fourth generation Iowans. Areas that that portray Hispanics in the U.S. have the highest concentration of Chicanos include Des Moines, Davenport, Bettendorf, Fort Madison, Burlington, Mason City, Cedar Rapids, Sioux City, Council Bluffs, and Background: Muscatine. However, more recent Chicano immigrants to Iowa have settled in rural communities such as West Liberty, (Excerpts taken fromConocerne En Iowa,the official report of Columbus Junction, Conesville, Reinbeck, and Shenandoah. the Governor's Spanish Speaking Task Force, submitted to Governor Robert D. Ray and the 66th General Assembly.) Approximately 3,000 Chicano migrant workers pass through Iowa annually. They work in the tomato and onion fields in Vocabulary southeast Iowa and the sugar beet and asparagus fields in the north central part of the state. Their contribution to the Chicano agricultural output of the state is important. These migratory = La Raza workers suffer the same problems and indignities as migrant workers nationally. migrants Low wages, inadequate housing and health services, back- Anglo breaking work, long hours, unpredictable weather, lack of Third or fourth generation legislated housing and health services, lack of legal protection, and discriminatory practices all plague the Iowa migrant Treaty of Guadalupe Hidalgo worker. The Migrant Action Program in Mason City with auxiliary offices in other cities and the Muscatine Migrant phenomenon Center have led the struggle to improve the migrant's life. Christened Settlement of Chicanos in Iowa, however, is not recent. The Mestizaje Chicano Mestizo roots in Iowa go further back in Iowa history than often has been acknowledged. The Chicano presence in Mexican-American War 197 Iowa reaches back to a time long before Iowa was a state. Few historians examine the fact that what is now Iowa was once Chicano culture in Iowa. The Spanish language is the second owned and settled by Spain. From 1770 until the sale of the major language used in the State on an everyday basis. Louisiana Purchase in 1803, Spain enlarged her empire into Chicano customs thrive in many cities of the state as do this area. Many Chicanos are proud of the fact that they are Mexican baptisms, weddings, funerals, confirmations, products of the late 18th century merging (or Mestizaje) of compadrazgo's, and various occasions for dances, fiestas, and Indian, European, and African peoples and cultures. In Western soul searching. In all of this and more Chicanos continue to Iowa, for example, a Spaniard named Manuel Lisa conducted a contribute to what in our time is called Iowa. fur-trapping business in the 1780s. Lisa married a Sioux Indian woman and lived among her people. It is very difficult to From this brief review of the Chicano experience in determine how many more Manuel Lisas were in Iowa during Iowa students will learn: the late 1700s. It is interesting to note that when the United That Chicanos in Iowa are not and have not been a popula- States purchased the Louisiana Territory, Manuel Lisa become a tion that moves from one place to another. They have U.S. citizen. long-standing roots in state and they form a stable population that is growing. The 1970 census recorded just under 18,000 Spanish land grants were given to Spanish citizens in the area Chicanos in Iowa. Today that figure is close to 30,000. that we now call Iowa. The first European settlement in Iowa was founded by a Spaniard named Julian Dubuque. Even That Chicanos have been and continue to be victims of a though some Iowa historians stress that Dubuque was French racist system that takes advantage of them economically by Canadian, the fact remains that Dubuque was a Spanish citizen paying minimal wages. Some Anglo Iowans continue to cast and that the lead mines he operated were officially named Chicanos in stereotypical roles perceiving them as lowly "Las Minas Espanolas" (The Spanish Mines). laborers rather than citizens, migrant workers rather than permanent community residents, backward and dependent Many Anglo historians writing about Chicano history in Iowa people rather than "ambitious" and "hardworking," foreigners date the initial coming of Hispanics to the 1920s. They have rather than Americans, Catholic rather than Protestant, consistently argued that not until the railroads and farms "colored" rather than white. began to hire Mexican labor in the 1920s did Chicanos set foot in the Midwest. The fact is that Chicanos migrated to Iowa That despite the difficulties encountered by Chicano Immi- long before 1920. grants to Iowa, they have survived and their culture is still alive. In Iowa, for example, the first Mexican immigrant arrived in 1856 when he or she settled in northwestern Iowa's Lyon County. This Mexican's trek to Iowa in 1856 occurred only eight Procedure: years after the signing of the Treaty of Guadalupe Hidalgo, which ended the Mexican American War. Iowa had been a 1. Have students fill out the "What Do You Know about state for only ten years. Mexicans and Mexican Americans?" worksheet (see attachment). Have them compare their results. About the same time, several Iowa counties were christened with Mexican namessuch as Cerro Gordo and Buena Vista 2. Using the attached map of North and South America, that honored U.S. victories in the Mexican American War. demonstrate the proximity of Mexico and Central America to the U.S.A.; point out the locations of other Latin American The U.S. Federal Census of 1860 recorded six Mexicans in Iowa. countries. Have students do research to distinguish among In 1880 the Census takers counted 18 Chicanos in Iowa. The these various terms: Hispanic, Latino, Chicano, Mexican Iowa Census of 1895 place the number of Chicanos in Iowa at American. 30. 3. Using the attached 1990 census of Hispanics in Iowa, have By 1915, the Chicano population in Iowa had increased to 616. students analyze the map and discuss why they think Hispanic In 1925, as a result of the pull from railroads and farm populations are larger in some counties than in others. interests, the Iowa Chicano population grew to 2,597. The coming of the Depression in 1929 slowed the trek of Mexicans 4. Share with students the background information listed northward as jobs became scarce. above, and ask them how this information changes what they know or think about Mexico and Mexican Americans. Ask them World War II and Korea created a demand for Mexican labor to change or add to their responses to the "What Do You Know and Chicanos began to be pulled to Iowa by the same eco- about Mexicans and Mexican Americans?" worksheet. nomic interests that had historically brought them before the Depression. Many Iowa Chicanos were drafted during the war 5. Find photographs, newspaper and magazine articles, and served courageously overseas. Some like Lando Valadez of advertisements, TV programs, etc. that portray Hispanics. Des Moines were highly decorated. Valadez was one of the few Discuss with the class the impressions they get from these Iowans who received the Silver Star during World War II. various media and how they feel the media portrays Hispanics.

Following World War II, Chicano churches sprang up in various 6. Show students how to make a timeline. Based on the cities. Our Lady of Guadalupe in Des Moines is one example. background information, have students develop a timeline Built in 1948 Guadalupe Chapel is still the center of activity for tracing the Hispanic presence in Iowa. many Des Moines Chicanos.

The migration of more Chicanos during the 1950s and the 1970s has served to reinforce the Spanish language and 198 Hispanics in Iowa

Assessment of Outcomes: Resources: Students will: Maps-Globes-Graphs: An Interactive Program (Level C), 1. Be able to explain the meanings of the terms Hispanic, Steck-Vaughn Company. Latino, Chicano, and Mexican American. The Student's Illustrated Activity Atlas, Steck-Vaughn Com- 2. Identify on a map the countries of Mexico, Central America, pany. and the United States. Alexandra Bandon. Mexican Americans: Footsteps to America. 3. Produce a timeline representing important events of New York: New Discovery Books, 1993. Hispanics in Iowa based on the lesson plan's background information.

4. Be able to add something new to their responses to the What Do You Know about Mexicans and Mexican Americans?" worksheet.

Extensions and Adaptations: The project could continue by having students list influences of Hispanics in Iowa. (They could list restaurants, acquaintances, cultural aspects, churches, local centers, festivals celebrated here, or anything pertaining to the Hispanic culture.)

Students could make a of list famous people in the United States that are Hispanic, such as Gloria Estefan, Raul Julia, Cesar Chavez, Linda Ronstadt, Roberto Clemente, Lee Trevino, Jamie Escalante, Antonia Novello, and Rita Moreno, Joan Baez, and Luis Valdez.

Students could make a piñata, bring food of the Hispanic culture; or do bark painting for a fun culmination to this lesson. (Pre-made piñatas can be bought and then filled with candy; students can break the piñata as kids do in Mexico for fiestas.)

Have students explore the issue of discrimination faced by Mexican Americans, and the efforts of both individuals and organizations to work for more political and civil rights for Mexican Americans. Students can focus on the Zoot Suit Riots in Los Angeles or Cesar Chavez's work in organizing migrant farm workers. Discuss in what ways these two events might have influenced Hispanics in Iowa.

For more information, contact: Iowa Department of Human Rights, Division of Latino Affairs, Lucas Building, Capitol Complex, Des Moines, IA 50319; 515-281-4080.

.99 What Do You Know About Mexico and Mexican Americans

Think of the things you know about Mexico and Mexican Americans and list them under each heading. In the column next to it list how you know each thing.

What I Know About Mexico and Mexican Americans How I Know It

2 .00 6 .7' ..f.I. +1* 0041* t09 4el- + "44 t JP XI MEXICO * C'' e

ST. VINCENT 8 THE GRENADINES GUATEMALA' ARBADOS EL. SALVADOR GRENADA HONDURAS -4-s INIDAD It TOBAGO NICARAGUA COSTA RICA UTANA PANAMA SURINAM FRENCH GUIANA ECUADOR

CHILE

ARGENTINA URUGUAY

Source: U.S. Department of State

NORTH AND SOUTH AMERICA LYON OSCEOLA Number of EMMET HispanicKOSSUTH residents By county, Iowa 1990 WORTH HOWARD SIOUX II C:BRIEN DICKIN-SOSCLAY N!. 2. ALTOPALO 63 (14- HANCOCKWINNE-BA611' GO G9RDO,CERRO ei MITCH-FLOYD CHICK- 24 SHIEKWINNE- ALLA-MAKEE PLYMOUTH CHERO-KEE 31 BUENA 1+4 POCA-HONTAS 71-7 HUM-BOLDT WRIGHT FRANK-I BUTLER2-1 LIN(14z)61614 ql BREMERASAW 4-b FAYETTE CLAYTO 42- WOODBURY L IDA61 VISitct)16o1SAC HOUNCAL- WEBSTER 34- / TONNHAMIL- 92_HARDIN, GRUNDY c 162- ) - HAWKBLACK 42- ANANBUGH- DELAWAREI9 s DUB U 61 (1)145)Z1-17,MONONA CRAWFORD Z-3 44 CARROLL .4D GREENE 01°461° I (pi MO STORY (0 MARSHALL 34 TAMA q12-- BENTON )2_ L NN 2.)6g JONES JACKSO1 434 CF(0 HARRISON SHELBY 91 BONAUDU- GUTHRIE DALLAS 5-7 30 BM5 cri POLK VA. 0 JASPER J1(Z-q z)2_ SHIPOWE- EK 128 IOWA 3 (12JOHNSON( 511 CEDAR 615- CLINTON 2614 5-0POTTAWATTA- MIE 44 CASS 2z1 ADAIR 35- MADISON 176 0619]WARREN6161 MARION 1614 MAHASKA (p'S KEOKUK 3.61. 114 WASHING"_ (gZ61) 35 MUSCATINE 055-' 169 SCOTT4233. MILLS 151 ev (0)7) GOMERYMONT- 46 ADAMS 3C UNION CLARKE LUCAS 162 MONROE 92. WAPELLO 16) SONJEFFER- TON No 196 HENRY LOU SA /12-6-DES 2,100 REMONT PAGE 52- ' TAYLOR I 42- DECATUR 19 WAYNE 53 APPANOOSE Ig DAVIS2.24 VAN 141 I 2.1- MOINES 5-3 1611- RING-GOLD I eo 2-q 1-2- 41 BUREN LEE(/ q32- 11Z 203 Wild Rosie's Timeline Native Americans such as the Mesqualde people such as Southeast Asians are still and Omaha Indians lived in Iowa before. immigrating to Iowa. European American settlers arrived. As the Can you do this pop quiz? Look at the territory opened up to settlement in the 19th timeline. Answer the following questions by century, people from all over the United States filling in the blanks after the questions. and the world moved to Iowa. Even today (Answers on page 30.)

:Settlers .begin African- movnginto American First European- central Iowa families migrate American from Virginia to Korean families settlers arrive in Muchakinock immigrate to Iowa Iowa

1833 1847 1850s 1880s 1900 1950s

1840s 1848 1860s First eastern and 1920s 1970s to First Swedish German southern families, known Immigration- present families arrive in Europeans arrive as 48ers, arrive restriction laws Jefferson County Heavier in Davenport Immigration of Southeast Asians and Hispanics Hollanders German families arrive to settle into northern immigrate to Iowa Pella Iowa counties 1.When did the first European-AmeriCans arrive in Iowa?

2.Where did the first 48ers live?

3.Where did African-American families come from?

4. Which ethnic group came to Iowa firstGermans or Hispanics?

5. When did a large number of Southeast Asians immigrate to Iowa?

2 VI What ethnic, that mean to ethnic past, yc detective worl,

Supplies: trom your family about index cards cruidhood, schooling, jobs, and recreation? pencil or pen 10. What customs surround these events in your family: baptisms, bar or bat mitzvahs, courting, Mission: Ask a family member or friend whocan marriage, or raising children? tell you stories about your past or give you leads to 11. Can you suggest any other people I can talk to other sources of information. to find out more about my ethnic past? An Italian family from Des Moines poses fora Assignment: On the top of an index card, write portrait. What kind of clothing are they down the date and the person's name, address, wearing? phone number, date of birth, birthplace, and relationship to you. You'll probably need a number of index cards for each interview.

Information to gather from the person you are interviewing: Cs It. 1. What are your parents' names? 2. What are their ethnic origins? 3. What languages do you speak? What languages do/did your parents speak? 4. What is your occupation? What were your parents' occupations? 5. What is your religion? What were your parents' religions? 6. What do you know about the origin of your last name? Do you know what it means? Did it undergo changes coming from another country to the United States? 0 OOK AT THE photographs below. These doing things. What ethnic indicators are sh Lfolks are tradition-bearerspeople who the pictures? Do you see any clues that know a lot about the old, or traditional ways of reveal what ethnic group each person beim RiMPLI-S7rW -

-AL

What is she making? What is he holding? What is she wearing? Members of your family such as a parent or museums. Festivals such as the Nordic F grandparent are also tradition-bearers. They hold Decorah celebrates Norwegian traditions. many of the secret stories of your ethnic past in the Why is it important for tradition-bearers ti form of memories. Older people you know often on their memories of family history? One H have vivid memories. Many people who are the woman, in sewing a story cloth for her chi] age of your parents or grandparents like to wrote a poem explaining why: remember their liveswhere they grew up, "And they will think of me, my sewing where they went to school, the jobs they held, And I will put my name, their adventures. Besides stories, tradition- I will put the letters in Hmong, in English, in La, bearers may also hold the secrets to making in Thai. things, recipes, or ways of celebrating holidays. And it will say, In the past, storytelling often took place at 'Don't forget your culture! work, the dinner table, ethnic clubs, churches, All your whole life, and synagogues. Today, young people learn and your children's life, about their histories at schools, festivals, and and your grandchildren's life! "' Grade Level

Class Periods

Goals/Objectives/Student Outcomes: sending German settlers westward toward the frontier. The railroad lines that moved west after the Civil War created the Students will: second wave of German settlers into all areas of the state. Create a hypothetical travel journal that describes In these river towns, American settlers viewed most immi- a German family moving to America and an Iowa grants with suspicion. As part of the self-defined municipal county. leadership, these earlier settlers from the eastern regions of Explain the historical development and growth of America viewed with alarm the different languages and a community within the context of 19th century behavior of the newly arrived Europeans. Euro-American immigration. In the decade of the 1850s, thirteen different Discuss sensitivities to various assumptions about German-language newspapers in Iowa reflected the state's cultural diversity. Unknown to the American inhabitants, the different ethnic groups (European background and foreign language press contained news of political meetings, language) and aspects of community diversity. serialized novels, and news from the homeland. Explain how stereotyping and ethnic hatred was The observance of "Continental Sunday," a traditional German publicly expressed in the 19th century. day of rest, worried the earlier settlers. From the German perspective, this day meant relaxing with one's family and drinking beer in a park-like atmosphere: From the American Materials: perspective, it meant dancing, inebriation and criminal behavior. 1. Paper Not all German immigrants were disdained by the earlier 2. Pencils or pens settlers. An indeterminate number of people of German 3. Detailed county maps of Iowa heritagethe so-called "Pennsylvania Dutch," who were Americanized Germans who still spoke a German dialect 4. County history moved west to Iowa City for new farmland.

5. Readings about the ethno-cultural context Another group belonged to Pietistic sects, known as Menno- nite or Amish settlers. They first appeared during the Iowa Territorial days, but later settlements near Iowa City and the Background: Pennsylvania Dutch farms occurred in the 1850s. This statisti- cally unimportant but culturally significant group gained In the 1840s, political unrest and economic depression led approval from local groups unlike the "river town German hundreds of thousands of Europeans to migrate to America in rowdies." the hopes of a better life. The largest ethnic group was comprised of German settlers. By 1850 the new state of Iowa Various colonies of Germans also settled in Clayton County, had 192,214 people with 20,969 foreign-born settlers. including the socialistic Communi under the leadership of Thirty-five percent of these foreign-bornfour percent of the Wilhelm Weitling. The best known were the Hessian setters of state's inhabitantscame from German-speaking countries. By Amana who believed in the interpretations of Christian Metz. 1860, there were 674,913 Iowans with 106,081 foreign-born. This type of religious communitarianism succeeded until 1934 Thirty-six percent of all immigrants or six percent of all Iowans and continues to be very well known. were German-born. The "defining moment" for the German settlers of Iowa was The most significant area of German settlement was in the their involvement in the Civil War. Their interest in shooting river cities along the Upper Mississippi River. Before the societies and marching groups inspired many of them to railroad connections to Chicago in 1856, the primary method volunteer for the first three-month enlistments in Iowa's many of movement was by steamboat up the river from New regiments. After 1865, those survivors received free land and

Orleans. Keokuk, Burlington, Muscatine, Davenport, Lyons; and .helped to settle the area west of Des Moines and Fort Dodge. Dubuque all operated as corridors of urban channeling, 20 Procedure: Resources: 1. Read selections from letters, diaries, and journals kept by 7th-10th U.S. Census (1850-1880) German immigrants. Laura Long ley Babl. "Iowa's Enduring Amana Colonies." 2. Discuss the conditions and people that the Germans National Geographic (December 1975): 863-878. encountered on their journeys, and their goals in coming to the United States. Melvin Gingerich. "Mennonite Family Names in Iowa." Annals of Iowa 42 (Summer 1974): 397-403. 3. Read the historical background concerning the widespread political oppression in Europe around 1848, the economic Hildegard Binder Johnson. "German Forty-Eighters in Daven- conditions of Scandinavian farmers, and the British policy in port." Iowa Journal of History and Politics 44 (January 1945). Ireland. Hildegard Binder Johnson. "The Location of German Immi- 4. Discuss the conditions in Iowa during the Sesquicentennial grants in the Middle West." Annals of the Association of period of the 1840s. American Geographers 41 (March 1951).

5. Begin to create draft copies of fictional journals, showing Carl Schneider. The German Church on the American Frontier. the differences between diaries and journals. St. Louis: Eden, 1939.

6. Work with students so they can decide if they want to be a Theodore Schreiber. "Early German Pioneers of Scott County, man or a woman, married or single, leader or follower. They Iowa." German-American Review 8 (December 1941). need to select the area of their county, the period of time and George Schulz-Behrend. "Communi, Iowa, a the weather factors considered in traveling. Nineteenth-Century German-American Utopia." Iowa Journal 7. In addition to actual stories in the county histories, students of History and Politics 48 (January 1950). may want to read early newspaper accounts of the German Bela Vassocy. "New Buda: A Colony of Hungarian settlers who moved into a community. This will require Forty-Eighters in Iowa." Annals of Iowa 51 (Summer 1991): coordination with the local librarian. 26-52. 8. Some of the journaling may become the basis for Carl Wittke. The Utopian Communist A Biography of Wilhelm role-playing or dramatic improvisation. Weitling, Nineteenth Century Reformer. Baton Rouge: 9. The culminating activity could be the reconstruction of a Louisiana State University Press, 1950. newspaper article, written from the perspective of the decade Sanford Calvin Yoder. The Days of My Years. Scottdale, the county was settled. Pennsylvania: Herald Press, 1959.

Assessment of Outcomes: The students can evaluate their journal perspectives by means of guided small group discussion.

Particularly imaginative passages can be read out loud.

Compare and contrast the German immigrants to other groups moving to North America: the Puritans to Massachusetts Bay Colony as religious refugees, or West Africans to Virginia as slaves.

Extensions and Adaptations: The students can:

Visit a regional museum to see exhibits on the settlement period in Iowa history.

Develop geography skills to enhance their historical analyses.

Learn primary source research skills in their local community library.

The students can learn creative writing skills by preparing the reconstructed journals. 208 Wild Rosie's Ethnic Map

Iowa has been home to people from all over the Iowa. Not every ethnic group is shown, including world. Iowa opened up for European settlement in the Tai Dam and Hmong. Can you draw a symbol 1833. Immigrants from northern Europe and for these Iowans from Southeast Asia? Look at the Great Britain soon crossed the Mississippi River map to find the area where you live. What ethnic to settle in Iowa. What other ethnic groups does groups live near you? Are there any others you the map highlight? could add? Rosie's map shows the major ethnic groups in

Key

N S D Scandinavian (Norwegian, Swedish, Danish) German (Amish, Amanas, Swiss Amish, Mennonite) R. Irish English Dutch

Czech

Scottish

Welsh

4 I French (Icarians) Italian Native American (Mesquakie) African-American

Hungarian

2 3 Abbie Gardner Sharp Cabin

Grade Level41)

Days Needed

Goals/Objectives/Students Outcomes: While the relationship between settlers and Native Americans was usually peaceful, there was little friendship. In addition to the Students will: cultural conflict, the Indians considered European-Americans to be trespassers on their land. To make matters worse, settlers often Understand the conflict, known as the "Spirit Lake treated Indians like children or unintelligent adults. Massacre," in the context of the relationships between the Dakota nation and the newly arrived

European-American settlers. THE CONFLICT Read about the so-called "massacre" and discuss One of the few violent conflicts in Iowa between settlers and Native Americans occurred near Arnolds Park in what became why this was an unusual event in Iowa history and known as the Spirit Lake Massacre. This event has spawned a not the typical Native American response to set- body of historical research as well as folklore. Perhaps the most tlers. well known of these stories is that of Abbie Gardner and her family. Describe events leading to the conflict. The Gardners came to Lake Okoboji in July 1856. The family Recognize the roles played by Inkpaduta and consisted of Rowland Gardner, his wife (Francis), a son (Rowland Abbie Gardner and see how both Inkpaduta and Jr.), three daughters (Mary, Eliza, and Abbie) a son-in-law (Harvey Abbie Gardner lived the remainder of their lives in Luce), and two grandchildren (Albert and Amanda). The family had the shadow of the uprising. moved frequently while Rowland worked sometimes as a railroader, sometimes as a farmer. When they arrived at the lake it was too late in the season to plant corn or other crops, but they had brought supplies intended to last until spring. By winter they Materials: had built one cabin, but the weather prevented them from finishing a second one, so the extended family shared the Gardner 1. Slides of Gardner Cabin cabin at the time of the attack. 2. Paper and drawing materials The winter of 1856-57 was particularly harsh, and tension was high as both American Indians and settlers ran out of supplies. Inkpaduta and his band arrived in the Great Lakes region on Background: March 5 or 6. The Indians' unsuccessful attempts to gain food triggered a violet gun battle and subsequent bloodshed on March THE DAKOTA PEOPLE IN NORTHWEST IOWA 8. Over several days 33 settlers were killed and four women, The Dakota, also known as the Sioux and nicknamed the Santee, including Abbie, were taken captive. Abbie reported that one were the main group of American Indians in the largely wetland Native American was seriously wounded by Henry Lott. The and prairie terrain of northwest Iowa. In the 1850s they came to Dakota band unsuccessfully attacked Springfield, Minnesota, then the area from eastern Minnesota. In Iowa they adopted a fled into the Dakotas. successful hunting-and-gathering way of life, which required cooperative community living. As was common in many Native Two of the captivesElizabeth Thatcher and Lydia Noblewere American tribes, Dakota men and women shared equal work killed. Margaret Ann Marble and 13-year-old Abbie Gardner, who responsibilities. Men hunted, made tools, and repaired equipment; had watched the deaths of her father, mother and four siblings, women processed game, made clothing, and gathered wild fruits were eventually released for a ransom. Margaret was freed in and vegetables. April, Abbie on May 30. Abbie was in captivity for 84 days.

THE SETTLERS LIVING IN THE SHADOW OF THE UPRISING Compared with the rest of the state, European-American settle- Much is known about Inkpaduta, the Dakota leader. Early on he ment came late to northwest Iowa where settlers faced isolation, became a scapegoat for some of the tensions between the settlers harsh frontier conditions, limited access to supplies, and long trips and the American Indians. Left out of the treaty negotiations in to the nearest neighboring settlements. Most of the area was not 1851 that transferred the land in northwestern Iowa to the United yet surveyed. Settlers secured their claims by marking them with States, Inkpaduta refused to recognize the treaty restrictions. stakes, rock piles, or burned trees, then filed their claims at the Between 1853 and 1856 he had several altercations with settlers, designated Sioux City claim office. including Henry Lott, who in 1854 killed Inkpaduta's brother Sidominadotah near what is now Livermore in Humboldt County. Because government officials refrained from prosecuting Lott, materials it is made from, when and where it was made, and how Inkpaduta thereafter treated the settlers as the enemy. it was used. Sometimes its color and style can tell us about popular trends. All of this helps us determine its relative value After the battles in Iowa and Minnesota, Inkpaduta's reputation within the "material culture." grew to mythic proportions, partly because he was never captured. His legend often connected him to events with which he 3. One of the reasons the Gardners settled here was to be near had no involvement. He fled to the Dakotas and spent several the lake. Although the area surrounding the lake is now devel- years skirmishing with the U.S. Army. It was reported that oped, walk down to the lake through Pillsbury Point State Park (or lnkpaduta was present at the Battle of the Little Big Horn, where view the slide) to get an idea of how the area might have looked his sons were fearless in battle. Inkp4duta eventually moved to in the 1850s. Have students discuss the changes to the environ- Canada; he died about 1880. ment. Consider changes in wildlife, native grasses, and geology.

In August 1857, still only 13, Abbie Gardner married Cassville 4. Look at the contents of the cabin. Where did the children sleep? Sharp. They had three children (Allen, Albert and Minnie), two Would students like to live in one cabin shared by nine people? surviving to adulthood. Abbie and Cassville separated sometime in the 1880s. 5. Have students discuss where the American Indians of northwest Iowa live today. How might the area look today if they still lived Abbie Gardner Sharp returned to Arnolds Park 34 years after the there? uprising. She purchased the cabin and operated it as one of Iowa's earliest tourist attractions. One of Iowa's first business women, Abbie sold souvenirs and copies of her book, History of the Spirit Lake Massacre. In her later years Abbie made peace with Assessment of Outcomes: American Indians, becoming fascinated with their culture and Students will be able to discuss the following questions: filling her museum with Indian artifacts. She died in Colfax, Iowa, in 1921 at the age of 77. The Spirit Lake Massacre was the result of a variety of extraordinary circumstances. If circumstances had been different, the outcome might also have been different. What might have changed, and how might the outcome have been different? Vocabulary Consider the following: if the winter hadn't been so harsh; if the Annuity payment: Yearly payments to Indians for lands Lott family had not started the disagreements years before; if the obtained through a treaty. settlers had shared supplies with the Native Americans.

Culture: Behavior, belief, thought and products characteristic of a Following the massacre, Inkpaduta's character took on mythic community or population. proportions. He was said to have been involved in every major conflict between settlers and Indians on the northern plains. Dakota: Preferred name for a North American Woodlands nation People were afraid of him and his band. Name some other famous also known as Eastern Sioux, nicknamed Santee. people of that time whose deeds have become legendary. Consider the following: Sitting Bull, Crazy Horse; also, name some Massacre: To kill a large number of people. famous people in our own time. Survey: To determine on paper maps the boundaries of an area. When cultures come into conflict, often it's because the people Treaty: An agreement between the United States and another involved are very different from each other. However, sometimes government, in this case the Dakota nation, who traded land to similarities can cause conflict, too. Make a list of the.differences the U.S. in exchange for money and goods. and similarities between the Dakota and the settlers at Okoboji. Which ones might cause disagreements between the two groups? Uprising: Organized rebellion intended to change or overthrow Discuss how conflicts between cultures can be resolved. existing authority. Abbie Gardner returned to Okoboji and lived there many years. Do you think you would return to the area following a tragedy like this? Why or why not? Procedure: 1. Visit the site or show slides (these can be checked out through the State Historical Society's Iowa History Resource Center). Extensions and Adaptations: 2. Talk about museums and collections. Explain that a collection is Here are suggested themes for student research. Their results a group of items assembled in logical order and gathered because might be presented in both written and oral reports. they have some kind of significance. Museums have collections that they study and exhibit to the pubic. The collections are used The Gardner family and its neighbors constructed log houses to explain the past, present, and future. when they reached Okoboji. Log houses have distinct designs and characteristics, often representing the native region of the settler. A historic site is one type of museum. A site is related to a specific Research log house designs. How do houses differ by regions place, event, or person. The Gardner Cabin Historic Site is related within Iowa or across the country? to the Spirit Lake Massacre and the early tourist industry. Have students consider whether any places in their own town or Iowa was opened for settlement through a series of treaties with country would make good historic sites. Make a list of these sites the Sauk, Mesquakie, Winnebago, and Dakota Indians. When were and describe what aspects of history they represent. these treaties enacted? And the language of each treaty. How are these treaties alike and different? How did both sides compromise Explain that museums use both two-dimensional and to create the treaty? three-dimensional materials (called artifacts) to illustrate history or natural history. An artifact can tell us much about the people, The Spirit Lake Massacre is often considered one of the first the time, and the region from which it came. It reveals what events in a series of conflicts between the U.S. government and 211 ;',"-"-777777-77,771 Abbie Gardner Sharp Cabin.

continued

the Dakota Indians. Other events include the Sioux Uprising in Center at the State Historical Building; AEA, Area Education Minnesota in 1862, the Sand Creek Massacre in Colorado in 1864, Agency; Public Library, PI; School Library, SL). the Battle of the Little Big Horn in 1876, and, finally, the massacre at Wounded Knee, South Dakota, in 1890. Pick one of these Books, Articles, and Videotapes: 4th-8th Grade events or another from your reading. Find out more about it. Who "Forts in Iowa." The Goldfinch 8 (September 1986). (SHSI, SL) was involved, how did it start, what was the end result? How "Indians of Iowa." The Goldfinch 13 (February 1992). (SHSI, SL) does the Spirit Lake Massacre relate to the event? "Lake Life." The Goldfinch 14 (Summer 1993). (SHSI, SL) Northwest Iowa was the last section of Iowa to be settled. What did the rest of the state look like during the late 1850s? Choose a "Peace: The Iowa Link." The Goldfinch 13 (September 1991). county and research this. What towns were there, what jobs were (SHSI, SL) available, what community functions existed? If you can find access to newspapers from the county through microfilm, see if "The Tall Grass Whispers." Video, Iowa Heritage Series, Iowa they record the events of Spirit Lake. Public Television. (IHRC, State Library, AEA).

Gardner Cabin was one of the first tourist sites in the state. What Books and Articles: 9th Grade-Adult other places did people like to visit in Iowa before 1920? What did Miriam Hawthorne Baker. "Inkpaduta's Camp at Smithland." these sites have to offer? How did people learn about them? Annals of Iowa 39 (1967): 81-104. (SHSI, PL)

The following activities may be used to further explore ideas Gretchen M. Bataille. The World Between Two Rivers: Perspective presented at Gardner Cabin. You may want to adjust the activities on American Indians in Iowa. Ames: Iowa State University Press, to the students' interests and abilities: 1978. (IHRC, PL, SL)

Abbie's mother had to make quilts to keep the family warm. Quilt "Inkpaduta's Great White Friend." Iowan 9 (Dec. 1960-Jan 1961): patterns were often named and copied from objects found in the 17-19,48. (PL, SHSI) settlers' natural or cultural environment. Find some patterns from Peggy Rodina Larson. "A New Look at the Elusive Inkpaduta." your surroundings such as a school, yard, park, or highway. On a Minnesota History48 (1982): 24-35. (Interlibrary loan, SHSI) piece of paper, draw and color the patterns. Name themfor example, North Elementary Rose. How does the pattern represent MacKinley Kantor. Spirit Lake. Cleveland: World Publishing Co., its name? Display these on the bulletin board. 1961. (PL) (fiction]

When settlers moved to an area, they had to file (or stake) their Curtis Harnack. "Prelude to Massacre." Iowan 4 (Feb.-March claims in order to legally own them. You can try this in your school 1956): 36-39. (PL, SHSI) yard. Divide the class into small groups to represent family units (most settlers came to Iowa in family units). The "families" have William J. Petersen. "The Spirit Lake Massacres." The Palimpsest to choose their claim, mark it, and then "file" that claim with the 38 (1957): 206-64. (SHSI, PL, SL) teacher. They can set up areas for a house and a crop. B.F. Reed. History of Kossuth County, Iowa. Vol. 1. Chicago: S.J. The Dakota and the settlers greatly depended on the buffalo as a Clarke Pub. Co., 1913. (SHSI) source for many products, from food to clothing. They were able Duane Robinson. A History of the Dakota or Sioux Indians. to use almost the entire animal. Find a drawing of a buffalo. Aberdeen: State of South Dakota, 1904. (SHSI) Discuss the products Indians and settlers might have made from the buffalo. Abigail Gardner Sharp. History of the Dakota or Sioux Indians. Aberdeen: State of South Dakota, 1904. (SHSI) Design a tourism brochure for Arnolds Park. Be sure to include Gardner Cabin, the amusement park, the lake, and restaurants R.A. Smith. A History of Dickinson County, Iowa. Des Moines: and motels. You can also design postcards. Kenyon Printing, 1902. (SHSI)

Gardner Cabin holds several paintings of the Spirit Lake Massacre. William Williams. "Report of Major Williams." The Palimpsest 38 Make your own pictures of the way you think the lake area looked (1957): 266-72 (SHSI, PL) in 1857, and make another picture to show how it looks today. Imagine a trip to the lakes just before cars were available. Draw a Alan R. Woolworth and Gary Clayton Anderson. Through Dakota picture of what you think the lake looked like then. Eyes: Narrative Accounts of the Minnesota Indian War 1862. Minnesota Historical Society Press, 1988.

Resources: The materials will help you learn more about the Spirit Lake Massacre, northwest Iowa, and the Sioux Indians. (SHSI stands for State Historical Society of Iowa; IHRC Iowa History Resource 212 Quilting A Pioneer Craft

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: Johnston, Tony. The Quilt Story. Jonas, Ann. The Quilt. Students will: 2. Discuss the traditional role of women in providing for their families while at the same time expressing creativity Discuss the significant contributions of women in providing the daily necessities for pioneer families. 3. Using the book Eight Hands Round: A Patchwork Alphabet, by Ann Whitford Paul or other resource books on quilting, display Identify quilt making as a social activity, an art pictures of various quilt patterns. Discuss the following: form, and a practical necessity for daily pioneer Names of traditional patterns. Distinguishing characteristics of each. living. Repeated patterning. Use of color. The relationship between pattern names and everyday life Materials: activities, i.e. the log cabin pattern. 1. Children's literature related to quilting (see resources). 4. Based upon this information, have students create a pattern for their own unique quilt design using construction paper scraps or 2. Construction paper scraps read The Goldfinch 10 (April 1989): 23-24 and encourage students to create their own quilt pattern by using the four quilt squares 3. Construction paper squares for each student (12"x12") examples. 4. Discontinued wallpaper sample books (can be obtained from 5. After students have created their pattern, provide pages from local businesses) outdated wallpaper books and backing sheets of a standard size, such as 11"x11". Have students work in groups (quilting bees) to assemble quilt squares using their own pattern designs. Display Background: assembled quilts in the classroom. Quilting has been practiced for thousands of years in various cultures. Dutch and English colonists brought quilts to America where quilting was practiced in the colonies. Quilts came with the Assessment of Outcomes: prairie pioneers as they moved west in the 1800s. Evaluate the extent to which students are able to generate a On the frontier where resources were scarce, the old adage repeated pattern in their quilt design. "waste not, want not" was practiced. Pioneer women saved every Have students evaluate the level of cooperation in their " left-over scrap of fabric, many of which were joined together in quilting bees." pieced quilts. Quilting bees provided an opportunity for women and girls to socialize while keeping pace with the unrelenting demands of daily work. Resources: Many traditional quilt patterns have evolved over the centuries. Some patterns are complex and detailed while others are odd The Goldfinch 10 (April 1989): 23-24. scraps of fabric joined together haphazardly in a "crazy quilt" Eleanor Coerr. The Josefina's Story Quilt New York: Harper & Row, pattern. Some quilts tell a story or memorialize a family member 1986. or an important event. Today, quilts are still made for beauty as well as comfort. Tony Johnston. The Quilt Story. New York: Putnam, 1992.

Ann Jonas. The Quilt. New York: Greenwillow Books, 1984.

Procedure: Ann Whitford Paul. Eight Hands Round: A Patchwork Alphabet. New York: HarperCollins, 1991. 1. Introduce the lesson by reading to the class one of the following pieces of children's literature:

Coerr, Eleanor. The Josefina's Story Quilt. 100.0.4..pleimuwEIPpqmizeimpwm.4.1.4...41.,..44.timmiuwaim :'1,1taeolbakalaltalAPezOalPqralPa1,1PNIPl"1* 0 VAT/ .ALI mou NVCOQuilt Game riaMI 1114.-4. by Katharyn Bine Brosseau

MAIli AA.P! ip A QUILT is a folk art that requires creativity --; -:=mif-4ru ,?,\ .-11ku" toI .n. plus time and patience. Today's quilt ..T..:-..."..-1,_ DV ivp makers often buy fabric especially for cutting into ../I --..,.. ,--4---.....:t. quilt patches, but traditional-pieced quilts were \,..::.-- 1.4111 ,.-3.., P made from pieces of fabric left over from T-2 ...... __.....---...... -...,-...... ,...... , 1 Mil a:Prlhomemade clothing. Quilts all have their own .7.-4... MAIN *NI nihistories. ;.4.11':_a,.....___t..- ,'..m...... ,....,'....,.... ,...... i.L..e.,.....A.1 l When my grandmother made a quilt for me, she ig,. 4 RAI ..'-...7------....,,---ri"- 1117used fabric scraps from clothing that she had . AM' .... ,, :_.. made for my mother. Quilts like this are not only Mil beautiful, but they represent memories of fabrics "- TOin days gone by. 1_ 0 4bi Quilts made by pioneers were used as blankets 5g4 ...,rto wrap around furniture on trips, and create walls ----...'.....,==.. (.4 '...t .,.....-s.;-...... WANwithin one-room houses. Pioneer women sewed 1 Lk/ I I I- rtl the patches into blocks (the basic pattern that isQuilts are like a sandwich: the quilt top and the backmg15111 tip110 repeated throughout the quilt). Many blocks were(usually a plain sheet) are the "bread." The batting then joined together to make the quilt top(fluffy cotton) is like the filling. The batting makes the j quilt warm. Sewing a quilt top to its batting and backagi PIP(patterned side of the quilt). Then quilters oftenwould take one person several months, but many gathered for quilting bees (groups of quilters). people working together can finish it quicker. A.,.till P'1":1... Finishing a quilt was the goal of a quilting bee, rportibut quilters also liked bees because they could gettraditional designs. People from all over the worldwailli Alltogether and talk. Snow, bad weather, and poorbuy the quilts made in Kalona. ilk roads often isolated pioneers from their neighbors Pioneers quilt makers often used traditional .%111 pPo.r, during the winter. Quilting bees were a chance forquilt designs like the ones on the next page. Eachad to people to socialize. pattern has its own name. Sometimes peopleleiTM Today many people still get together fordesign new patterns. Try creating your own quilt /PP pattern by using the four quilt squares on the next;kg "(4l quilting bees in Kalona. Dozens of quilters y .01 pp work out of their homes making quilts frompage. Mil 14 KAI ItirtralargkledisatIttadabgrtaldgardaqritarararaN pormalsetramonsupwarsyma.4.10.1Nrwompusiworinuorat, gatailltaltaltaffaltailtalktemil,"41011allttiOs.410411A111PlIr1P" BIS DIRECTIONS: . square. Copy and combine the four qui t patternsW., 111.718 Using a separate sheet of paper, draw a largeto design your own quilt. iel Rrki IM. Dr' PA rdi MII; la-1bT4 Ft. \ 11 PA 04 is:ev-4 %it PC -ii EPA-1 ligl PM I-i aidl di amPr.. I CHURN DASH FAN PATCHWORK 1 ri IIINi II%. will AMP- IF NECK TIE IOWA STAR V 114." am 11,4 I"-0511 PRPi gag 11 w411 v * daO- PM ITA Ti.. rivP ex...,. PIM NO. Till se.lial )0110,414k444 16141.. tA 0 ,-, pa _ A la 1,11-""li, LoALRM4Lrt4La.ILrdENrdIPPONKi4PrlFIIF11Ki4KONKal litameamtaidandutaintaifitantil "AlhIIIIRMANIIS/11111/114111111111/1011/11Maxtt''' 'es" Ar 'I" -te--1 Illustrations by Kay Clamters

215 The Mormon Trail Through Iowa

Grade Level

coClass Periods

Goals/Objectives/Student Outcomes: crossing the Mississippi River to Iowa. There they formed a permanent camp site that was called Sugar Creek. The river Students will: crossing was dangerous at that time of year because the Create a sample travel diary that describes some channel was filled with floating chunks of ice and the water portion of the trail as it crosses one county in Iowa. was frigid. For a few days the temperature was cold enough that the water froze over completely and the people were able Learn to compare aspects of the available travel to drive their wagons across what they referred to as a "bridge technology, topography of the land to be crossed, of ice." weather, and factors such as the presence of helpful or hostile residents in the area the route will The Sugar Creek Camp was a horrible place because of the cold temperatures, the snow, the lack of food for the people traverse. and the animals, and the temporary nature of the shelters in Become more sensitive to how different people which the Mormons were forced to live. While in this camp react to situations depending on their age, gender, they organized themselves into groups of Hundreds, Fifties, and personal background. and Tens. These numbers did not refer to the number of people in a group, but to the number of able-bodied adult males in Better understand situations in which a person or each group. Moving west according to these Hundreds, Fifties, a group may be persecuted for beliefsreligious and Tens, they began the long, arduous trip across Iowa during and otherwise. the worst weather imaginable.

For the next several months they went west across Lee, Van Buren, Davis, Appanoose, Wayne, Decatur, Clarke, Union, Adair, Materials: Cass, and Pottawattamie Counties until they reached the 1. Paper Missouri River in the summer. Three permanent campsites were established as they moved west. Garden Grove in Decatur 2. Pencils or pens County and Mount Pisgah in Union County were referred to as "farms," because several thousand acres of land was plowed 3. Outline maps of Iowa and crops were planted. This was to supply food to the people 4. Detailed maps of Iowa (such as DOT highway maps) who would follow this trail during the next seven yearsuntil 1852 when all the Mormons who intended to go west finally 5. Sample diary entries from the Mormon Trek in 1846 had traveled across Iowa. In addition to crops, these permanent camp sites contained blacksmith shops, wheel and barrel 6. Readings about the historical context of 1846 repair shops, and other establishments to provide equipment and repairs to the thousands of people passing through. Background: Crude houses were built, and several families remained in these permanent camp sites for several years. Because of the In 1844, Joseph Smith, Jr., the leader of the Church of Jesus severity of the weather, the lack of food, and the difficulty of Christ of Latter-day Saints (known as Mormon), was murdered the travel, many people became ill and died. Some were buried in the Hancock County, jail at Carthage, Illinois. This event was along the trail where the death occurred. Others were buried in the culmination of a long series of persecutions of Smith's cemeteries in Garden Grove, Mount Pisgah, and the last of the followers. Most of the members of the church in Nauvoo, permanent camp sites, first called Kanesville and later called Illinois then accepted Brigham Young as their leader and Council Bluffs. Actually, the Mormons often referred to this organized themselves to move west where they could worship latter area as "Winter Quarters" because the first group stayed in peace. there during the winter of 1846-47 and then made the rest of During the next two years, the approximately 20,000 Mormon the journey across the Great Plains during 1847. The final residents of Nauvoo completed the building of their temple, destination was the valley of the Great Salt Lake in what was gathered supplies and equipment, and began selling their later called Utah. property. Beginning in early February 1846 the Mormons began Winter Quarters was another organizing station, and spread else was going on that influenced what this group of people over both sides of the Missouri River, into what later became did? Why were these people not protected under the Constitu- Omaha and Florence, Nebraska. Houses were built, land was tion (freedom of religion)? Why did their neighbors treat them plowed, and crops were planted around this area too. The in such ways that they felt they had no alternative but to leave farms north of Council Bluffs and Omaha were referred to as their homes and travel such long distances in such unfavorable "Summer Quarters." weather?

As the Mormons passed through southern Iowa they encoun- 5. Begin to create draft copies of fictitious diaries. Students will tered settlers in the first few counties. Some of these settlers need to decide if they want to create the diary of an adult or helped them and some hindered them. Money was raised by child, a man or a woman, a leader or a follower. Discuss the working at carpentry and bricklaying, and also by performing dates the diaries will cover, how to describe the crossing of a band concerts. Food was purchased as long as the settlements particular part of Iowa, and whether the diaries will describe and existing trails lasted, but by the time the Mormons got to all aspects of travel or concentrate on only a few. Davis County there were no trails to follow, and they had to make their own. They also made their own bridges over creeks 6. Read, rewrite, and edit the draft fictitious diaries. When they and rivers, and invented ways to pull wagons out of mud holes. are in a form that is acceptable to the student, then the Wagons were pulled by teams of horses or oxen, and other students will read their diaries aloud to each other until every livestock was driven in herds so that when they arrived at their student has read at least a part of the diary he or she has destination they would have the animals to start farms. written.

Most of the travelers were family groups, and the men, 7. Selections from original diaries should be read aloud and women, and children all had assigned tasks to help with the compared with the diaries created by the students for similari- move. Many possessions had to be left behind them in Nauvoo ties and differences. Remember, the original diaries differed because wagons that were too heavily loaded tended to break from one another just as much as the original diaries will differ down and also were more likely to get stuck in the mud. That from the fictitious diaries created by the students. spring was wet in Iowa, and the amount of snow and rain Some of the fictitious diaries may lend themselves to made travel all the more difficult. Since they started the role-playing, readers' theater presentation, or actual dramatic journey in the winter, the animals suffered from lack of grass, presentation. If there are diaries that are suitable for such and often had to subsist by grazing on the bark and branches adaptation, this can be a culminating activity. of small trees.

Without the expert organization, the required amounts of supplies, and the help of the group, the trip would not have Assessment of Outcomes: been possible. As it was, it was one of the most difficult yet The students can evaluate their own created diary in terms of most important movements of people on the American frontier. realism. Many who made the trip kept diaries and journals, and many others wrote their reminiscences afterward. It is from this The students can evaluate each others' diaries in terms of enormous amount of written material that we have such realism. excellent knowledge of what it was like for the members of the Church of Jesus Christ of Latter-day Saints to cross Iowa in The students can pick out particularly imaginative and realistic 1846 and the following 6 years, over a route that has come to passages and read them aloud again. be known as the "Mormon Trail." The students can think of other situations in history in which groups of people have been forced to leave their homes and move to an unknown place. Reasons for moving, methods of Procedure: travel, and the difficulties of movement can be compared and 1. Read selections from diaries to the students. Discuss the contrasted (for example, the Pilgrims to Plymouth in 1620; the recurring themes in the diary entries such as, food, the Africans to North America as slaves in the 17th and 18th temperature, rain and snow, difficulties in crossing creeks and centuries; the Native American Indians when they were forced rivers, and sickness.) to move west or onto reservations; the Japanese-Americans who were forcibly re-located to camps at the beginning of 2. Discuss the matter of how people traveled at that time in World War II). history. What technology was available to them? What was the cost? This particular migration was of families in groups and was very well organized. How many miles could a family travel Extensions and Adaptations: in a day? What obstacles did they encounter? What preparations could be made in advance to make the journey easier? The students can visit a Mormon Trail or camp site and see What supplies did they need to pack and take with them? first-hand what the geographical terrain was like. What did they eat, and how did they prepare it? What did they The students can develop geography skills to complement the wear? historical analysis skills inherent in this unit. 3. Read the historical background about why these people The students can learn library research skills when looking for were traveling across Iowa and where they were going. background and contextual information. 4. Discuss the conditions in the United States in 1846. What 217 The Mormon Trail Through Iowa

continued

The students can learn creative writing skills when preparing we have no tent but our wagon." the fictitious diary. 14 February 1846, Eliza Snow, Sugar Creek Camp: "After The students can learn more about social customs of another breakfast I went into the buggy and did not leave it till the time: e.g. what people ate, wore, and how they interacted with next day. Sister Markham and I did some needle work, though each other. the melting snow dripped in through our cover."

The students can learn more about the technology of travel 18 February 1846, George A. Smith, Sugar Creek Camp: "The and how it changes, particularly as it changed to meet existing snow began to fall early this morning in great quantities and challenges. lasted all day. Everything looked gloomy.... The wind blew so strong from the northwest that it uncovered our tent.... Our hunters went out and brought in six rabbits. We dined on Resources: rabbits, corn meal, and potatoes." Janath Cannon. Nauvoo Panorama. Nauvoo: Nauvoo Restora- 23 February 1846, Patty Sessions, Sugar Creek Camp: "We got tion, Inc., 1947. canvas for a tent. Sewed some on it."

Porter French. "On the Trail of Brigham Young." The Iowan 26 23 March 1846, Orson Pratt, Shoal Creek Camp: "The day is (Summer 1978): 46- 52. rainy and unpleasant. Moved only seven miles. The next day went through the rain and deep mud, about six miles, and Stanley B. Kimball. "The Iowa Trek of 1846." Ensign 2 (June encamped on the west branch of Shoal Creek. The heavy rains 1972): 36-45. had rendered the prairies impassable; and our several camps were very much separated from each other. We were com- Stanley B. Kimball. Discovering Mormon Trails. Salt Lake City: pelled to remain as we were for some two or three weeks, Deseret Book Company, 1979, pp. 14-17. during which time our animals were fed upon the limbs and William J. Petersen. "The Mormon Trail of 1846." The Palimp- bark of trees, for the grass had not yet started. sest 47 (September 1966): 353-367. 24 March 1846, George Smith, Chariton River Camp: "The Jacob Van der Zee. "The Mormon Trails in Iowa." The Iowa ground was so soft that it required three or four yoke of oxen Journal of History and Politics 12 (January 1914): 3-16. to draw our two horse wagon. We have suffered more the last three days than at any time since we left Nauvoo." "Historic Nauvoo." Video (16 minutes), Nauvoo Restoration, Inc., 1990. 6 April 1846, Hosea Stout, Hickory Grove Camp: "This day capped the climax of all days for travelling. The road was the The local branch of the Church of Jesus Christ of Latter-day worst that I had yet witnessed, up hill and down, through Saints. sloughs, on spouty oak ridges and deep marshes, raining hard, The Iowa Mormon Trails Association. the creek rising. The horses would sometimes sink to their bellies on the ridges. Teams stall going down hill." The National Park Service. 6 April 1846, Patty Sessions, Locust Creek Camp # 1: "Brother The local and county historical societies in counties and towns Rockwood came to our wagon; told us the word was to get out through which the trail passed. of this mud as soon as possible. We move before breakfast, go three miles, cross the creek on new bridges that our men had Farmers who own land through which the trail passed and made; had to double team all the way." where remnants of the trail or campsites may still be visible. 9 April 1846, Orson Pratt, Locust Creek Camp # 1: "We encamped at a point of timber about sunset, after being Selected Diary Entries drenched several hours in rain. The mud and water in and around our tents were ankle deep, and the rain still continued 13 February 1846, Eliza Snow, Sugar Creek Camp: "Crossed the to pour down without any cessation. We were obliged to cut Mississippi and joined the camp.... We lodged in Brother brush and limbs of trees, and throw them upon the ground in Yearsley's tent, which, before morning was covered with our tents, to keep our beds from sinking in the mire." snow. 9 April 1846, George A. Smith, Locust Creek Camp # 1: "We 13 February 1846, Patty Sessions, Sugar Creek Camp: "The travelled very well about two or three miles when the roads wind blows. We can hardly get to the fire for the smoke, and -0r". began to get very bad. We had to double our teams and get each other out of the mud. About noon it began to rain in torrents and every driver soon got wet to the hide. It seemed as though the bottom of the road had now fallen out, for wagons sunk in the mud up to their beds, and the women and children had to get out in the rain so that their teams might pull the wagons through the mud. Frequently we had to put eight or ten yoke of oxen to a wagon to get the wagons out of the mud holes."

16 April 1846, Horace Whitney, Rolling Prairie Camp: "Today eight rattlesnakes were killed by our company, and two of the oxen in the same were bitten."

17 April 1846, Horace Whitney, Pleasant Point Camp: "Our principal hunters went out before starting this morning and cut down two bee trees, bringing into the commissary three pails of first rate honey: they also killed two deer and turkeys during the day which were distributed to the company."

Reminiscences of Helen Mar Whitney, Garden Grove Camp: "The next day another fishing excursion was taken, when Horace caught a dozen or more. These substantials were very acceptable, as we had had no meatexcept a little that had been given to usfor a number of weeks, but had subsisted principally on sea biscuits and that sort of fare. At Garden Grove we had our first trial at eating cakes made of parched corn meal, one meal of which sufficed me."

10 May 1846, Parley Pratt, Garden Grove Camp: "A large amount of labor has been done since arriving in this grove; indeed the whole camp is very industrious. Many houses have been built, wells dug, extensive farms fenced, and the whole place assumes the appearance of having been occupied for years, and clearly shows what can be accomplished by union, industry, and perseverance."

18 May 1846, Helen Mar Whitney, Mt. Pisgah Camp: "Monday morning the brethren had to build a bridge before starting, and had to stop and build another in the afternoon. We travelled ten miles and encamped at evening in a grove on the brow of a hill, a small bottom intervening between us and the middle fork of Grand River, which abounded in fish, such as sun fish and catfish."

Reminiscences of Zina D. Young, Mt. Pisgah Camp: "Sickness came upon us, and death invaded our camp. Sickness was so prevalent and deaths so frequent that enough help could not be had to make coffins, and many of the dead were wrapped in their grave clothes and buried with split logs at the bottom of the grave and brush at the sides, that being all that could be done for them by their mourning friends."

28 May 1846, Patty Sessions, Mt. Pisgah Camp: "Sister Rockwood gave me some tallow. I panned 17 candles. I thought it quite a present. Sister Kenneth Davis gave me a piece of butter. Thank the Lord for friends."

219 Iowa and the Civil War

4IDGrade Level

Weeks Needed

Goals/Objectives/Student Outcomes: typhoid fever and dysentery. Students will: Tracing the battles where Iowans fought will take you away from Work cooperatively with others having the same the "showcase battles" of the Eastern theater to the Western or similar topics. campaigns and battles at Wilson's Creek and Pea Ridge, Fort Donelson, and especially the bloody battle of Shiloh. Here 11 Iowa Interact with local individuals. regiments, 7 in combat for the first time, were engaged in Gain practice in life-long skills, including identify- desperate fighting. Five Iowa regiments in General Benjamin M. ing a topic, identifying resources, reading critically, Prentiss' division fought along the sunken road at the "Hornet's writing, discussing, speaking and debating. Nest" for six hours. More than one-third of the Iowans engaged at Identify the regiments that came from their Shiloh were casualties: 235 killed, 999 wounded, and 1,147 county and city. missing. Iowans also fought at Vicksburg, in the Atlanta cam- Employ simple research strategies including but paign, and participated in Sherman's "March to the Sea" at Savannah. In their last battle, at Columbus, Georgia, on April 16, not limited to, identifying and narrowing topics, 1865 (eight days after Lee's surrender at Appomattox) six Iowans identifying resources, note-taking, critical reading earned Congressional Medals of Honor. skills, and outlining. Write a brief readable history of the local regi- However, the story extends beyond the soldiers in the field to the ments that emphasizes their accomplishments. abolitionists, underground railroad conductors, copperhead politicians, and especially the women and children who continued Identify local individuals who served and write a life on the farms and in the stores while the men were away. brief history of each or a generic history of the Through diaries, long letters home, books written after the war, everyday life of a soldier. and published government records, the experiences of soldiers Write a brief history of local non-combatants, and noncombatants alike can be reconstructed. Grave markers of discussing their lives and problems. Union veterans can still be found in many Iowa cemeteries. Some Research any dissenting points of view, including of your students may have Civil War letters or diaries preserved by those of people who labeled themselves pro-South, older relatives. Others may be held by local libraries or historical societies. Iowa in the Civil War offers great opportunities for copperhead, pacifist, or abolitionist. family or local community history projects. Role-play as a Civil War Soldier, mother, person of color, abolitionist, copperhead, etc. Conduct a successful panel discussion and debate. Procedure: 1. Review with the class the elements of successful research and suggest sources where resources might be obtained. Materials: 2. As a class, identify which regiments came from your county and 1. Original materials from local and county historical society city. The class can use the data base contained in the Macintosh collections disk from Green Valley AEA.

2. Other published sources (see Resources at end of lesson) 3. Divide into cooperative teams of four or more. Each team will 3. Data base on Macintosh disk available from Green Valley AEA consist of a soldier, historian(s), a non-combatant relative of an Iowa soldier, and a dissenter. The soldier, relative and dissenter will research and recreate a characterreal or imaginedfrom the local area. The historian(s) will research the army unit(s) that Background: came from the area. Each team member will do individual research but will share information that can be useful to the Although no Civil War battles were fought in Iowa, the war others. nevertheless had a profound effect upon the people of the state. At least 72,000 Iowans, about one-half of all the eligible males Each student will need to identify individual, school, local, AEA between the ages of 15 and 40, served with the Union forces. This and county any other resources they can find outside the was the highest percentage of any state, North or South. Of the immediate area such as the state historical library, interlibrary 21,501 Iowa casualties, more than 3,500 died from wounds loan, etc. It is recommended that this be treated more like inflicted in combat, while nearly 8,500 died of diseases such as homework than an in-class activity. Comparing notes and 2:' 0 checking on each others' progress can be done in class. The Research farming and crops grown in North and South and how members of each team will meet with their counterparts from war affected agriculture. other teams, for example, soldiers meet with other soldiers to compare notes and exchange information. Compare and contrast the climate and geology of the North and South. After a sufficient time to take advantage of the discoveries of others, each student will outline and write up what they have Write a "what if the South would have won" story. learned in the form of a fictitious diary. Research and writing topics: leaders, spies, war by water,war by 4. Read, rewrite, and edit the draft fictitious diaries. When they land, music, famous onlookers, Underground Railroad,women in are in a form that is acceptable to the student, students will read war, South before and after, North before and after, symbols, their diaries aloud to each other until everyone has read at least a industry in North and South, and African-American regiments. part of the diary that he or she has written.

Selections from original diaries should be read aloud and compared with the diaries created by the students for similarities Resources: and differences. Remember, the original diaries differed from one Leland L. Sage. A History of Iowa. Ames: Iowa State University another just as much as the original diaries will differ from the Press, 1974, pp. 150 -170. A brief summary of Iowa in the Civil War fictitious diaries created by the students. Some of the fictitious in the standard state history; emphasizes political and military diaries may lend themselves to role-playing, readers' theater events. presentation, or actual dramatic presentation. Such adaptations can end the unit. Mildred Throne. "Iowans and the Civil War." The Palimpsest40 (September 1959): 369-448. A concise summary of Iowa regi- 5. Discuss with students the roles of women and children on the ments and their participation in Civil War battles and campaigns. home front. Ask questions such as: Why did some women disguise themselves a men and fight in "A Pretty Hard Business': The Civil War Diary of Philip H. Goode." the Civil War? The Palimpsest 72 (Summer 1991). A soldier from Glenwood, IA What hardships did women face during the war? ponders death and duty in the spring of 1882 at Shiloh. When a male Iowan went off to war how did the lives of women left behind change? "My Dear Wife: A Soldier's Letters." The Palimpsest 72 (Summer A son and his mother are spending their last evening together 1991): 68 -69. A candid account of Shiloh. before he joins his regiment. What advice does she give him? Bell I. Wiley, The Life of Johnny Reb and The Life of Billy Yank. How did women and children contribute to the war effort? Louisiana State University Press, 1978. Letter and diary accounts What services normally provided by women did men have to of the Civil War from the points of view of the common soldiers. perform themselves when they were away from home. The Goldfinch 9 (November 1987): 10-25. Contains several articles on Iowans in the Civil War.

Assessment of Outcomes: Dale C. Mayer. Never Call Retreat. Privately published, 1994. This The student papers, outlines, and bibliographies will be input onto 35-page pamphlet is a good source for everyday experiences of computer disks and perhaps printed out for inclusion into the soldiers on the battlefield; available from Dale C. Mayer, 30 school library for use by future students. It should be offered to Greenview Circle, West Branch, Iowa 52358. other interested groups such as local historical societies, muse- James I. Robertson, Jr. Iowa in the Civil War: A Reference Guide. ums, and libraries. The expertise might be shared with any Iowa City: State Historical Society of Iowa, 1961. A useful guide to interested community members. older sources; topic headings include "Regimental Histories and Either in first person or in narrative form, each interest group Reminiscences" and "Southern and Copperhead Sentiment in Iowa." (soldiers, relatives, etc.) comes back together and reports to the entire group what the students have learned in a panel format. Kenneth Lyftogt, ed. Left for Dixie: The Civil War Diary of John Students will engage in debates and group discussions other than Rath. Parkersburg, Iowa: Mid-Prairie Books, 1991. A recently the above. published example of an Iowa soldier's Civil War diary. Steve Meyer. Discovering Your Civil War Ancestry. Privately published, 1993; Iowans Called to Valor. Privately published, Extensions and Adaptations: 1993; Iowa Valor. Privately published, 1994. The first two books discuss how to trace one's Civil War ancestors and Iowa's entry Read and discuss the article about Annie Wittenmyer in the Civil into the Civil War. The third is a compilation of Iowans' Civil War War issue of The Goldfinch, pages 18-20. combat experiences.

Play the Civil War game in the Civil War issue of The Goldfinch, Glenda Riley. Frontierswomen: The Iowa Experience. Ames: Iowa pages 16-17. Ask students to invent their own game by creating State University Press, Ames, 1994. Chapter 5, "Women in their own game board and questions. Wartime," pp. 110-135, is a discussion of the significant contributions of Iowa women, both at home and at the front, during the Have students research music of the Civil War. Invite students to Civil War. sing "Dixie" songs, African-American spirituals, and marching to battle songs, or to write a song about a Civil War event.

Paint or draw a Civil War scene. Make a board model of a battle, draw a series of war editorial cartoons. Study the war's affect on water, trees, soil, and air. 221 Changed Families by Sharon E. Wood When Alvin Lacey joined the army, his wife Like many Iowa women, Sarah Lacey found Sarah bought nine cows. She was worried that that the war changed her life in surprisingways. Alvin's army pay would not be enough to support She had new work and new responsibilities. All her and her three children. So she went into kinds of womenand children, toolearnedto business. She milked the nine cows and made take the places of men who left. butter to sell. Butter was badly needed during the Almost half the men in Iowa spent some time in war years, so Sarah Lacey made enough money to the Union army. Many were farmers before the provide for her family. war. Some had worked as carpenters, or lawyers, When the war was over, Alvin Laceycame or steamboat pilots. But they were also brothers, home. He sold all but one of the cows. Sarah's sons, husbands, and fathers. Most of them left butter business ended. She went back to doing the behind families who loved and dependedon household and farm work she had done before the them. war. Men in the army were paid, but often the This newspaper advertisement from the Prairie Farmer shows howeasy the new sulky hay-rake could be used by women farmers. %_\\*rkt, -No-N vi Mk-

Aglirr77\ ,s1

9 9 0 4., This 1861 illustration shows how many women contributed to the Civil War effort by making bullets. money was not enough to support a family. gardens, and orchards. They also cooked and ran Sometimes money sent home got lost in the mail. the household for both family members and hired When these things happened, families had to find help. Men and older boys worked in the fields and other ways to get by. livestock barns and looked after the farm equipment. Younger girls and boys helped out More Women Enter Teaching where they were needed when they were not in When Martha Searle's husband went to war, school. she took a job as a teacher to support herself and When the war broke out, many fathers, older her baby. Other women did the same thing. sons, and hired hands left the farms to go to war. Teaching was a common job for women, but even Often there were not enough men on the farms to more women were needed during the war years do the work. When this happened, women and because so many men quit their teaching jobs to children learned to do the work people had join the army. Some women even got to be school thought only men should do. principals for the first time. Marjorie Ann Rogers and her husband farmed Just as women entered teaching, more women in Tama County. When Dr. Rogers left to serve as took over running farms. Most families before the an army surgeon, Marjorie took over some of his war lived on farms. In those days, almost every tasks. When it was time to haul the harvest from member of the family had a job to do on the farm. the farm to market, Marjorie decided to do it Before the war, women and older girls often herself. operated the dairy and took care of the chickens, She had never driven a team of horses pulling a

223 heavy wagon-full of produce before. Her neighbors doubted she could do it. They worried that the wagon might tip over, or that the horses would bolt and run away. But Marjorie knew the work had to be done, and there was no one else to do it. She got the wagon to market safely. And she proudly made the same trip again and again. Driving a heavy market wagon was only one job a farm woman had to learn to do. Farm fields had to be plowed, cultivated, and harvested. These were all jobs young men usually did before the war. But with the young men gone, other family members took over. The crops were important not only to the farm family, but to the nation. Some changes in farming during the Civil War '76 made it easier for women and younger boys and girls to help out. New kinds of farming equipment If I cannot Eght, I can made it possible to farm "sitting down." A plow feed those who do. or hay-rake called a sulky had a seat on it for the driver. Now the person plowing did not have to has gone to the war," she says. walk miles back and forth across the fields every The Prairie Farmer, a newspaper for farmers, day. praised families for taking up the work left by men New kinds of horses were also brought into in the army. The boys who stayed behind to plow Iowa at this time. They were much, much bigger and plant, it said, deserved as much credit as the than the riding horses people use today. These older "boys in blue" fighting far away. The horses were Shires and Clydesdales. They made families at home were doing the work of men, it using the new sulky plows and hay-rakes much said. "The nation owes them its sincere easier and faster. gratitude."- The new "sulkies" were easier to use than the When the war was over, most of the "boys in old equipment. But driving the giant horses that blue" came back. Like Alvin Lacey, they took pulled them still took courage and skill. On some over the tasks they had left behind. Most of the farms, wives, daughters, and sons too young to go changes brought by the war did not last. But the to war took over this task as well. One maker of wives, sons, and daughters who had kept farms, sulky hay-rakes advertised his machine with a schools, and businesses in Iowa took pride in picture of a young lady at the seat. "My brother what they had done.

2 2 4 SHSI

Marion, IA August 13th, 1862

How did the Civil War affect the average Dear William Iowa family? Letters are one of the best ways to *...I felt very bad and lowly the day you left. I Harriet tried to control my feelings but I could not and I hope see how people lived during this time. you will pardon me. I wished tonight that you was at Jane Thompson and her husband Major home. I wonder how many times I will wish that William G. Thompson of Marion, Iowa, wrote between now and Spring. I am proud to think I have a letters to each other while Major Thompson Husband that wants to fight for his Country. ... served in the Twentieth Iowa Volunteer They thrashed 12 bushels of our wheat this Infantry. When he left in 1862, Jane traveled to afternoon and would have finished it tomorrow had it not rained. But I must close. I want you to tell me when Pennsylvania to visit his family. you get sick. Will you? Write soon and often as you Read the excerpts from their letters and can. Good night. answer the questions. Jane *The symbol ... is called an ellipsis. Itshows where a word or words has been left out of the original letter.

225 Benton Barracks, MO Sept 12th 1862

Dear Jane Our Camp i miles from the minutes, but I I ready for bed have still the c I would like [slaves], but I ai would have one . will get off their me to take them consequently, I ready to go homt me & educate hiri them.... Yours Wm G Thompson

Butler, PA September 13th, 1862

My Dear William ...Yesterday there was an order in the paper from the Governor for 50,000 more men to protect the state and the company expect to go today. There are a great many in that you know. There will be no one left William and Jane Thompion posed together for this hardly.... photograph before he enlisted in the Union Army. It was a great sacrifice to me and to you no doubt for soldiers that are to be brought in from this last battle at you to leave home and its pleasures to fight for your Gettysburg, which I suppose you will hear about country and I have not regretted that you went although before this reaches you.... I spend a great many lonely hours.... Jennie Thompson Jane Thompson P.S. Send me a kiss, will you?

Butler, PA Camp Gad Fly, MO September 19th, 1862 Oct 11th 1862

Dearest William, My Dear Wife ... .They intend to send a box tomorrow to We marched all day through a continual rain. I think Harrisburg with lint and bandages for the wounded it never slacked a minute during the day & at Night we

2 G McCandless, PA October 23rd 1862

My dearest William, I received your kind letter of the I I th last night after I had sent one to the office. I was very gladd indeed to hear of your continued health but I do not know how you escape getting cold for you are in the rain so much....Oh, my dear William how I do wish you were here tonight....Write soon and often, and remember your, Jennie P.S. I forgot to tell you they have been drafting here. There were three or four drafted out of Unionville but I cannot spell their names. One is the wagonmaker and one is the blacksmith. Thee people here are afraid there will be another draft before the war will close.

Major William G. Thompson in 1862 at St. Louis after his enlistment reached this place, making about 13 miles during the day. The roads were in an awful condition & our Teams did not get into Camp until to night. So our men were without Tents & had to sleep last night out of Doors in the rain.... I can not complain of our eatings. We have plenty. Soft & hard bread, meat salt & fresh, Honey occasionally & Molasses all the time, also Coffee & Tea. Butter is verry scarce.... Yours Wm G Thompson

227 Fayettesville, Arkansas Dec 10th 1862

My Dear Wife ... We have had a battle [the Battle of Prairie Grove]. God Knows what you may have suffered on my [account] by the conflicting rumors you may have Questions heard & not Knowing what had been my fate... At 1. How did Jane feel about her husband every step we took, our brave lads fell wounded or serving in the Civil War? Killed.... The [bullets] were coming & going so fast 2. What were contrabands? & thick, and my whole attention was on the enemy who were not Twenty yards from us.. . 3. How did people at home contribute to the But Just at sundown & the [very] last round they shot war effort? at us ... I was hit.... The Ball struck me in the side Jane Parsons Thompson of Marion, Iowa of the Hip & came out of my groin, Just roughing the bone & hurting the leaders & nerves so that I can not have the free use of my leg for some time. Wm G Thompson

Marion, IA December 16th, 1862

My dear William, I have not received any letter yet from you since the battle... We cannot hear anything by telegraph for the government has the use of the wires now. .. Last Saturday I got a Daily Davenport Gazette. It was directed to Mrs. Major W.G. Thompson and was marked where it gave a full list of the wounded in that battle.... I hope to hear that your wound was slight and that you are recovering from it. Dear William, how

I wish I could bear the pain for you...

From your wife, Jane Thompson

Major Thompson finally came home to Marion in May FA. of 1864 because of the after-effects of his injury at the Battle of Prairie Grove. There, 40 Iowans were wounded and nine lost their lives.

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Iowa: The Home front

When you think of the Civil War, do you think his Webster County home. of guns and battles? There is a lot more to the story Griswold: Heather Shannon. a student at of the war than fighting. In this issue of the Griswold Community School. wrote about the Goldfinch we're going to explore what was going Underground Railroad for this issue's History on in Iowa during the Civil War. Makers. We've marked a few towns on the map thatare Iowa City: The History Mystery photograph on mentioned in this issue of the Goldfinch. Read the the back cover is of a player from this university clues below and write the name of each townon town in Johnson County. the blanks above. Keokuk: During the Civil War, Annie Wittenmyer became a leader in the Soldiers' Aid Davenport: Annie Wittenmyer opened a home Society in this southeastern Iowa town. for orphans in this Scott County town. Lewis: Rev. George Hitchcock ran "the Lewis Dubuque: Dennis Mahony was arrested for depot," part of the Underground Railroad. to help writing articles opposing the Civil War. He was slaves enroute to Canada in this town near editor of the Dubuque Herald. Griswold. Fort Dodge: A young boy enlisted as a drummer Marion: A woman from this Linn County town in the Iowa Infantry in 1862 and was captured by wrote letters to her husband while he fought for Confederate troops. He tried to escape to return to the Union during the Civil War.

29 rid 41%1: ,o1,11,4 Out of the Mud Pulling Iowa into the Auto Age:

Grade Level Class Periods0

Goals/Objectives/Student Outcomes: Background: Students will: In the early 20th century Iowans struggled to transform roads designed for horse-drawn vehicles into a paved highway Recognize the impact the automobile had on system for automobiles. Rural Iowans quickly discovered the Iowans and their ways of life. practical advantages of the automobile, which ended rural Be able to describe how Iowans promoted "Good isolation, enabled better medical care, and increased school Roads," and the reasons for paving roads. attendance. Recognize the need for traffic laws and The same soil that made Iowa's farmland so productive also caused Iowa's dirt roads to be treacherously muddy after rain understand their development and enforcement. or very dusty in dry weather. From the turn of the century to Be able to list the ways in which the automobile the 1930s Iowa had a national reputation for poor roads. While was useful to people in rural areas. surrounding states developed extensive paved road systems, Iowa had only a few miles of paved roads, plus some "im- Recognize the various ways in which the proved" gravel ones. And because local residents often automobile has affected our culture. maintained the roads, the quality varied.

Many prominent individuals who were dissatisfied with the state's efforts to improve the roads joined the Good Roads Materials: Movement. Everyone wanted better roads, but disagreements Look for examples of these artifacts or images that can be arose about how to administer and pay for improvements. used to study this topic: Some opposed a central state system, fearing it would wrest too much control away from local governments. Farmers were 1. Driving gloves unwilling to pay the entire cost of paving roads on their land for public use. Finally, in the late 1920s federal money became 2. Goggles and duster available, and counties passed bond issues to match that 3. Calendar with print of car stuck in mud money. By 1931 Iowa had established a network of hard-surfaced roads linking all county seats. 4. "Ding" Darling cartoon satirizing road conditions Before the standardized highway numbering system was 5. Good Roads promotion ribbons imposed in 1925, residents gave their local highways distinc- 6. Highway signs, Lincoln Highway marker tive names such as Memorial Highway and the River to River Road, festooning them with colorful markers. The prominent 7. Road map of Iowa Lincoln Highway, named in 1914 for Abraham Lincoln, stretched from New York to San Francisco, passing through 8. Ads relating to highways and improvements, muddy roads, Iowa near what is now Highway 30. road construction crews While automobiles were first registered in 1904, it later 9. Picnic equipment became apparent that Iowa needed to enforce traffic laws to 10. Postcards reduce accidents. The secretary of state was given the power to enforce rules and administer licensing. In 1935 Secretary of 11. Oil cans State Ola Miller created the Highway Safety Patrol to increase traffic safety and help motorists in trouble. Licenses, first 13. Gas pump required for chauffeurs in 1919, became mandatory for the 14. Gas company signs general public in 1931. License fees helped provide funds to enforce traffic laws and maintain roads. 15. Burma Shave signs The automobile quickly became indispensable to farm families 16. Toy cars who wanted to socialize, receive medical care, and transport goods to market. Easier transportation led rural schools to Mass production: Manufacturing goods in large quantities, consolidate. Rural people shifted their focus to the city. usually in an assembly line.

In the early part of the century many farmers bought Model T Primary road: A major route connecting roads that are less Fords. Mass-produced on the assembly line, Model Is were traveled. inexpensive to make and inexpensive to buy. The black cars could be repaired with common tools and parts were readily Quagmire: Land with a soft, muddy surface that yields under available. It was so popular in Iowa that Henry Ford opened a the feet. parts and body production plant in Des Moines. The plant Ration: To give out in fixed amounts, limiting the use of operated from 1918 to 1932. This building is now Des Moines something in short supply. Central High School. Reputation: Worth or quality of a person or thing as judged Country doctors saved much time and many lives by switching or reported by others. to the auto. Farmers with autos could quickly reach a city doctor or hospital during an emergency. Ambulance service Revolution: Any major change in habits of thoughts, increased during the 1930s. Rural babies now were more likely methods of labor, or manner of life. to be born in hospitals than in homes. Transcontinental: Going across a continent. In addition, the movement to consolidate rural schools gained more support with the arrival of the auto. Supporters argued that larger schools would improve the quality of rural educa- Procedure: tion by offering more subjects and activities than were possible with one-room schools. True or not, consolidation via school 1. Students should know when the auto appeared and its bus and improved roads did increase school attendance. Rural importance as an invention. For a brief history of the auto, residents with automobiles also had greater access to town consult an encyclopedia. libraries: 2. Emphasize the dramatic effect the automobile had on The auto's popularity triggered a boom of new businesses, people's lives. Have students write a paragraph describing how including restaurants, tourist homes, filling stations, and motor their lives would be different without cars or buses. Have them cabin courts. In the 1920s camping with automobiles became illustrate their paragraphs. Hang these on the bulletin board. popular as an easy and inexpensive recreation. Companies 3. Try some of these discussion questions with your students. made specially designed equipment for highway camping and After each question are some possible responses or sugges- picnics. Towns advertised their attractions through postcards tions to prompt students to explore the question. and souvenirs to attract tourists. Road and travel guides were published. To remember their trips, travelers took photographs Q. Imagine you are one of the leaders of Iowa's Good Roads and kept diaries. movement. You're in charge of deciding where paved roads ought to be built in your county. Where would you put them? Many Iowa companies manufactured automobiles. Some operated for only a year, others as long as 10 years. By 1940 A. Encourage students to consider major routes, such as roads four major companies dominated the United States market. The to link towns with their county seat, or important market smaller companies withered in the hot competition. routes, or previously established dirt roads.

Two businesses that flourished with the auto were filling Q. Many prominent people were involved in the Iowa Good stations and oil companies. They plied their products with Roads Movement. Below is a list of some of these people. Why catchy roadside signs and symbols. Toys and games geared to were they interested in good roads? highway travel were among the products created for the Editor Harvey Ingham, Des Moines Register traveling tourist. Politician Henry C. Wallace Cement contractor Charles McNider Publisher E.T. Meredith Vocabulary: Iowa State University agriculture college dean Charles Curtis Farm leaders Consolidate: To combine, merge. A. All were concerned about Iowa's image with people outside Federal dollars: Money from the federal government. Iowa. The editor and the publisher hoped that better roads Federal matching money: Money from the federal govern- would increase their paper's circulation. The dean envisioned increased enrollment by attracting students from far away. The ment for a certain project; an equal amount must be raised by local project supporters to equal the federal grant. cement contractor could profit from the need for his services. Farmers could more easily get their crops to market, travel to Highway commission: The state organization that regulated town, and buy their supplies. highway traffic and supervised road improvements. Now called the Department of Transportation. Q. Other people were not as supportive of the good roads movement. Why not? Isolation: Separated from others; remoteness; loneliness. A. Many hesitated to support the movement because they had Independent: Not depending on or controlled by others. too many questions without answers, such as: Who pays for building t{? 4 1road? Which roads get paved? How will the work Out of the Mud Pulling Iowa into the Auto Age:

continued

be done and by whom? licensed like other professionals.

Q. Not everyone was immediately thrilled by the invention of Q. Discuss some of the ways in which the auto has changed the automobile. Some said it would diminish family values, our lives. local culture, and community identity. How might that happen? A. Our perception of distance has changed thanks to the A. Increased mobility allows someespecially the youngto automobile. For example, we might say, "Iowa City is two depart, while enabling others who might have different ideas hours from Des Moines." Saying that, we assume people know and customs to arrive. People may prefer to go traveling we mean two hours by car. instead of staying at home with their family. As people travel Our homes also changed with the rise of automobile. Instead farther from home, their world enlarges, and thus they come to of needing a barn far away from the house for a horse, we now see their community as just one piece, rather than the whole build a garagebuilt to match the size of a carattached to puzzle. The way women were viewed was also challenged the house. because many considered driving an "unlady-like" activity. Q. What activities do we take for granted today that are Q. The automobile fostered a new culture with new needs and difficult to do without a car? wants that in turn created new businesses and industries. What A. Many of us take for granted our daily commute to a job that were some of these new companies? is at a distance from home. Automobiles also make it easy to A. Car dealerships, repair and manufacturing businesses, oil quickly run to the store for something we've forgotten. Visiting companies, filling stations. The auto also brought changes in family and friends who live in other towns has become routine. mail delivery, grocery stores became supermarkets with a wider variety of food, and diners and fast-food restaurants sprang up, as did new kinds of entertainment like drive-in movies. Assessment of Outcomes: Q. Some businesses were not as necessary after the auto Students can explore the themes by using the materials on the became popular. Some evolved into related businesses that Resource List to provide written or oral reports. By using the were geared toward autos. Other businesses suffered great local library and local historical society students will find decline. What businesses might have evolved or declined? information, images and artifacts. Reporting out of information can be accomplished through written or oral reports or A. Evolved: blacksmithing into garages and machine shops. construction of models or exhibits. Declined: harness-making, livery stables, and other passenger transportation such as railroads and steamboats. Q. When the Model T was introduced it quickly became Extensions and Adaptations: popular. Why did both farmers and townspeople like it? The following topics can be used for panel discussions, A. Because the Model T was affordable. It was an inexpensive classroom debates, written or oral reports, or construction of car to makestamped out in black on an assembly lineso small scale exhibits/displays. Ford sold them at a low price. In fact the price of the car decreased in succeeding years. The Model T also was very What are some safety features of cars today? Find out which of adaptable and easily repaired. these were on early autos. When were they added? Do these features change how the car is marketed? Do ads try to sell the Q. How was the automobile useful to the medical profession? safety features?

A. House calls were easier to make and a car was available for As more people took to the roads the need for regulations emergencies at any hour. Unlike a horse, a car didn't require increased. How was the public involved in developing these constant care and could be left almost anywhere. rules? What are some of our concerns about driving today? How does the public become involved? Has this changed? Q. Iowans drove for years before they were required to have licenses. Why did the state begin licensing drivers? Why did it Find out what conveniences were available to those who start by requiring chauffeurs to be licensed? traveled by car in your area during the 1920s and 1930s. (Consider diners, motels, campgrounds, and service stations). A. Licensing provided the state a record of who drove as well Who started them? Do they still exist, and are they owned by as providing state revenue. The state wanted to ensure that all the same family? drivers obeyed the same rules and had the same information. Chauffeurs were hired as skilled drivers, thus they ought to be Did the automobile affect your school system? Are you in a 23 consolidated district? When did it consolidate? What is its sions of the people you meet, and the places you go. Also history of consolidation? When was a school bus system describe the weather and the travel conditions. started? Where did early buses run? What are today's bus routes? One of the best and most interesting ways to learn about a historical event is to talk with people who lived through it. Like cars, telephones and radios eased rural isolation. Today we Conduct an oral history project about the early days of the put radios and telephones in our cars to relieve the isolation of auto with someone who worked on the roads or with one of driving long distances. When were radios first put in cars? your relatives, such as your parents or grandparents. Use a Were they put in for entertainment or for news and informa- tape recorder so you don't miss anything as you interview tion? Find out when other conveniences were added to cars, them. such as glove boxes, cigarette lighters, and vanity mirrors. What does this tell you about how our attitudes toward Ask them to describe their first car. And out when they got it, transportation have changed? what it looked like, what was its "latest" feature, and how it differed from the one they now own. "Ding" Darling was an editorial cartoonist for the Des Moines Register for many years: His cartoons poke fun at a variety of Also ask them to describe what the roads were like when they serious issues, including autos, roads, and motorists. And back were your age and about family vacations they took by car. issues of the Register to see other Darling cartoons about the When and where did they go? What did they take with them? issues facing motorists. Write a report that sums up these How long did the trip take? What did they take with them? issues. Do you think the cartoons changed people's views? Where did they stay? What were the popular vacation spots in Check your hometown newspaper for similar cartoons. Draw the 1920s, 1930s, and on up through today? your own cartoon that tells how you feel about driving Ask an older person to discuss the rationing of gasoline during conditions today. World War II. How did it affect where they traveled? Did During the early days of the automobile many Iowa companies people travel together to save gas coupons? How did rationing tried to enter the market. Have students research car manufac- affect schools, farmers, and public transportation? turers in or near their town, using the list of manufacturers Make a class book containing the oral histories. What general following. City directories may contain useful information. statements can be made from these findings? Have students find out who worked for the company, what the working conditions were like, and whether there are any other manufacturers not on this list. Resources: Plan an imaginary tour across Iowa or across the United States. These materials will help you find out more about the early Choose a place of particular interest to visit such as a town, a years of the auto. (SHSI stands for State Historical Society of park, or a historic site. Plot the trip on a large map. And the Iowa; AEA is Area Education Agency.) most direct route and mark it, noting. interstates, highways, and other main roads. Figure mileage. Determine travel time, 4th-8th Grade keeping in mind speed limits. What is the total mileage and "The Automobile Age," The Goldfinch, Vol. 4, No. 2, Nov. 1982. travel time? Make a report (oral or written) about the place (SHSI) Entire issue devoted to roads and early auto travel. you want to visit. Include the site's significance and history, who settled there and why, what jobs are available, what Weitzman, David, My Backyard History Book. Little and Brown products are produced there, what the land looks like, and Company, Boston, 1975. (Interlibrary loan through the what its climate is like. publisher) Excellent book for children; emphasizes family and local history, how to do oral history. Imagine you own a small oil company. You compete with Standard Oil and other local companies for customers. Design Iowa Country Schools. (Video Recording), Iowa Public Broad- a sign, logo, and slogan that you think will spark people to buy casting Network, 1979. 30 min. Teachers guide. (AEA 9, 10, 11) your product. Where will you advertise your product, and who Traveling Highway 6. (Video Recording) Iowa Public Broadcast- do you think will buy it? ing Network, 1975. 30 min. Teachers guide. (AEA 9, 10, 11) Make postcards of your hometown. First, make a list of places 9th Grade to Adult and things that tourists might find interesting. Photograph Barrett, Paula Colby. "The Colby Motor Company." The these scenes, using any available camera. Then mount the Palimpsest 62 (July-August 1981): 118-128 (SHSI, public prints onto a blank index card. Include a caption for each library) Story of an early auto manufacturer. postcard. Send your postcard to a friend or relative out of town. (To mail it you may have to put it inside an envelope). Beitz, Ruth S. "Whirlwinds on Wheels." Iowan 11 (Summer 1963): 12-16, 51 (SHSI, public library) Pioneer Iowa auto- The invention of the automobile inspired songs about the new makers, including Frederick and August Duesenberg. machine. Find some of these songs and learn the words and music. What do the songs tell you about early motorists and Butts, A.P. "Boomer Hill." Trail Tails 5 (1971): 2-6, 15-19 (SHSI, their autos? Next, find more recent songs about autos, roads, public library) Joy riding in 1909 in Boone, Iowa. and driving. What stories do they tell? How has the view of the automobile changed? Clements, Ralph H. "Seedling Mile." Iowan 17 (Fall 1968): 22- 24 (SHSI, public library) First mile of concrete highway in Linn On your next trip keep a travel diary. Write down your impres- County in 1918. 233 Davis, Rodney 0. "Iowa Farm Opinion and the Good Roads Movement 1903-04." Annals of Iowa 37 (1964): 321-38. (SHSI, public library) Looks at the good roads movement from the farmers' perspective.

Dodds, Naomi: "A Farmers Road." Cedar County Historical Review (1971): 13-15 (SHSI) The maintenance of a farm road.

Funk, A.B. Fred Maytag, A Biography. Torch Press, 1936. (public library, interlibrary loan) Maytag was the producer of the Maytag washer and car.

Hokanson, Drake. "The Lincoln Highway: Forgotten Main Street through Iowa." Iowan 31 (Summer 1983): 4-21, 50, 53 (SHSI, public library)

Iowa State Patrol, 1935-1980. Walsworth Publishing Co., 1985. (public library, interlibrary loan, AEA 9, 7)

Knupp, Floyd M. "Motoring to a Wedding." Palimpsest 60 (March-April 1979): 62-64. (SHSI, public library) Tells the story of traveling Iowa roads on the way to a relative's wedding.

May, George S. "The Good Roads Movement in Iowa." Palimpsest 46 (1965): 65-122. (SHSI, public library)

McClellan, Keith. "The Morrison Electric: Iowa's First Automo- bile." Annals of Iowa 36 (1963): 531-68. (SHSI, public library) The Morrison was built in Des Moines in 1895.

Meusberger, Joanne. "Farm Girl."

Palimpsest 68-69 (Winter 1987, Spring 1988). (SHSI, public library) Two-part article on a young girl's memories of rural Iowa.

Olson, Helen Dean. "My First Auto Trip." Kansas Quarterly 8 (1976): 21-24. (Kansas Historical Society, interlibrary loan) Traveling from northwest Iowa to Janesville, Wisconsin.

Teape, Vera Marie. "The Road to Denver." Palimpsest 61 (Jan- Feb. 1980): 2-11. (SHSI) Early Iowans drive to Denver, Colo- rado.

Thompson, W. H. Transportation in Iowa, 1846-1980.1982. (public library) A bibliography.

The American Road. 1953. Color film, 38 min. (State Library)

Golden Age of the Automobile. 1970. Color film, 30 min. (State Library)

Roads to Grow On. 1973. Color film, 22 min. Iowa Highway Commission (State Library)

w344 Detective Work

Hereare suggested themes for student research. To explore the themes, use your local library, which, through its own collections and interlibrary loans, should prove helpful. The results might be presented in both a written and an oral report. What are some safety features of cars today? Find out which of these were on early autos. When were they added? Do these features change how the car is marketed? Do ads try to sell the safety features? As more people took to the roads the need for regulations increased. How was the public involved in developing these rules? What are some of our concerns about driving today? How does the public become involved? Has this changed? Find out what conveniences were available to those who traveled by car in your area during the 1920s and 1930s. (Con- sider diners, motels, campgrounds, and service stations.) Who Model No. 3, $650.00 without top started them? Do they still exist, and are they owned by the same family? Did the automobile affect your school system? Are you in a consolidated district? When did it consolidate? What is its history of consolidation? When was a school bus system started? Where did early buses run? What are today's bus routes?

Like cars, telephones and radios eased rural isolation. Today Model No 9, $700.00 without top we put radios and telephones in our cars to relieve the isolation of driving long distances. When were radios first put in cars? Were they put in for entertainment, or for news and information? Find out when other conveniences were added to cars, such as glove boxes, cigarette lighters, and vanity mirrors. What does this tell you about how our attitudes toward transportation have changed? "Ding" Darling was an editorial cartoonist for the Des Moines Register for many years. His cartoons poke fun at a variety of Mode' No. 10, $750.00 without top serious issues, including autos, roads, and motorists. Find back issues of the Register to see other Darling cartoons about the issues facing motorists. Write a report that sums up these issues; do you think the cartoons changed people's views? Check your hometown newspaper for similar cartoons. Draw your own cartoon that tells how you feel about driving conditions today. During the early days of the automobile many Iowa companies tried to enter the market. Have students research car manufacturers in or near their town, using the list of manufacturers given on the next page. City directories may contain useful information. Have students find out: who worked for the company; what were their working conditions; are there any other manufacturers not on this list? 23 IOWA AUTO MANUFACTURERS

PLACE OF MANUFACTURE PRODUCT DATE OF OPERATION

Bettendorf Meteor 1908 Cedar Rapids Beck truck 1912-1922 Charles City Hart-Parr tractor 1908 Council Bluffs Bertzchy 1909 Davenport Davenport 1902 Independent truck 1917-1927 Des Moines Morrison 1895 Des Moines 1902 Mason 1906-1910 Wells 1914 Dubuque Adams-Farwell 1905-1913 Gladbrook Mann 1895 Fort Madison Deloura 1902-1903 Grinnell Spaulding 1910-1916 Hampton Hobbie 1908-1910 Henderson G.W.W. truck 1916-1921 Keokuk Gate City 1904 LuVerne Leicher 1903 Marathon Swanson 1910 Marshalltown Marshalltown 1910 Mason City Colby 1911-1914 Muscatine Littlemac 1930-1932 Nevada Nevada truck 1913-1916 Newton Foster 1908 Osage Frazee 1903 Oskaloosa States 1911 Ottumwa Bell truck 1919-1923 DaM truck 1912-1913 Redfield Nelson 1898 Sidney Lybe 1895 Sioux City Sioux City 1901 Hawkeye truck 1916-1933 Waterloo Arabian 1915-1917 Asquith 1901 Caldwell 1908 Dart truck 1922 Davis 1895 Duryea 1900-1911 Filshback 1912 Galloway 1908-1911 LCE 1914-1916 Mason/Maytag 1906-1915 Summit 1907-1909 Waterloo ,-, 1908 Webster City Smisor ,=, 0 0 1900 VOCABULARY REVIEW

Here'sa quiz to review the information in the vocabulary list.

1. To combine, merge 2. Fuel 3. Rocky road surface 4. Make in large quantities 5. Sleep outdoors 6. Permit to drive 7. Money from U.S. government for which an equal amount is raised 8. Not controlled by others 9. Ford made these inexpensive autos 10. Highway named for a president 11. "Out of the 12. A major route 13. Secretary of State Miller 14. Petroleum product 15. To limit amount 16. Going across a continent 17. The "Good Movement" 18. Remoteness 19. State organization

Answers: 1.Consolidate 11.Mud 2.Gasoline 12.Primary Road 3.Gravel 13.Ola 4.Mass production 14.Oil 5.Camp 15.Ration 6.License 16.Transcontinental 7.Federal matching money 17.Roads 8.Independent 18.Isolation 9.Model T 19.Highway Commission 10. Lincoln How Women Got the Vote: The Story of Carrie Lane Chapman Catt

Grade Level42)

coClass Periods

Goals/Objectives/Student Outcomes: because they could not vote. Women in 26 other countries had already won the right to vote before women in the United Students will: States gained that right. (Using an overhead projector, show Learn about the 72-year long effort for the the cartoon about the word "suffrage" from The Goldfinch, enfranchisement of women in the United States. 1989, p. 31 as an introduction.) Understand Iowan Carrie Lane Chapman Catt's How did women's suffrage come about in our country? Who leadership role in that effort. were some of the courageous crusaders for women's right to vote? Describe the work of the suffragists and the strategies that led to eventual passage of the 19th Crusaders for the right to vote first had to organize in order to win the right to vote. The video, "Carrie Chapman Catt, amendment to the United States Constitution. Honoring the Dream," describes the organization and goals of Analyze the major historical events between 1848 the National Woman Suffrage Association. It was not easy to and 1920 regarding women's rights. convince male lawmakers to change the United States Constitution. Supporters of women's suffrage had to be Compare and contrast the arguments regarding articulate debaters to convince others to support the issue. women's vote. What were some of the arguments for and against women's Distinguish the differences between women's suffrage? Who actively supported suffrage in Iowa? Do we place in society before and after the passage of the hear any similar arguments today on issues affecting women? 19th Amendment. During the long effort to achieve the right to votethe right of Describe Carrie Lane Chapman's Iowa background full citizenshipthousands of women wrote letters, button- and leadership in the crusade for women's right to holed their legislators, honed their persuasive speaking skills, vote. and sold their rings and brooches to gain financial support In the early years, women traveled by trainor even side car, Older students will: horse drawn cart, bicycle. and carriage to make their views known. Compare opportunities for women now with the pre-1920 opportunities. During the last 20 years of that effort, Iowan Carrie Chapman Catt was the principal leader in the suffrage movement. She Extrapolate from the study of the 1848 situation was a superb organizer and her skills and strategies were a key regarding violence against women and assess the to her success. Once the 19th Amendment was passed, she current situation regarding violence against realized the crusade was won but more work was needed to women. educate people to be responsible citizens. To accomplish this she founded an organization in 1920 to educate people how to exercise their right to vote and to prepare women to take their Materials: place in public office as elected and appointed officials. That organization is the League of Women Voters. 1. Videos

2. Poster board

3. Goldfinch articles Procedure: Lesson I

Objectives: Background: 1. To view the video documentary of the 72-year effort to gain Until 1920 only males were granted full citizenship in the the right to vote. United States. Women were treated as "second class citizens" 2. To recognize the names of major national leaders in the Use a chart to compare the arguments for and against struggle. allowing women to vote. Let students role-play arguments in support of or in opposition to the issue. Introduce women's suffrage by giving a brief history of the subject beginning with the Seneca Falls Women's Rights Assigned Reading: meeting of New York in 1848. Describe Susan B. Anthony's motivation for action, her associates in the Seneca Falls Grade 5"Women Should Vote, Women Should Not Vote," meeting, other women across the nation such as Amelia Goldfinch 11 (September 1989), p. 5. Bloomerwho lived in Council Bluffs and was an early Middle SchoolUse the above and "Men Who Worked for crusader for women's right to voteas well as the men who Suffrage," Goldfinch 11 (September 1989), pp. 14-15. worked for women's suffrage. High SchoolAbove resources and The Book of Distinguished Divide the class arbitrarily into two groups (not by gender, race American Women: "Alice Paul," p. 78 and "Jeanette Rankin," or some other "loaded" dimension) then let half the class vote p. 80, related materials in other suggested resources and Laura on some decisions that would affect them all. This exercise Kline, "A Woman's Place," Visions, Iowa State University, (Fall effectively leads into a comparison with the disenfranchising of 1990): 27-30 half of the population. Lesson III Share the questions that will be asked at the end of the unit. This allows students to be alert to important concepts as they Objectives: proceed through the unit and makes the learning of these 1. To analyze Carrie Chapman Catt's place in the suffrage concepts their responsibility. movement in Iowa and across the nation.

Use a timeline (large poster) such as the one pictured in 2. To relate women's wish to be part of the governing process Goldfinch 11 (Sept. 1989): 16-17 to give the broad picture. with current day participation in the electoral process, for example, universal suffrage (voting by all citizens), females In addition to one or more of the above exercises, view the holding appointive or elective office, efforts to pass the Equal video, "Carrie Chapman Catt, Honoring the Dream." Rights Amendment in Iowa.

Assigned Recling for the Day: a. Use the activities "Who Can Vote When?" or "How Much Grade 5Goldfinch 11 (September 1989): "Women Who and When?" a crossword puzzle from Goldfinch 8 (February Worked for the Vote," p. 19; "Suffrage Scrapbook," pp. 22-23; 1987). "If You Were a Woman in 1880," p. 24. b. Arrange to have a current voting booth brought into class, Middle SchoolGoldfinch 11 (September 1989): "Documents invite a member of the League of Women Voters to speak of Justice," p.13; Goldfinch 8 (February 1987): "Amending the about voting and let students actually use the booth to "vote." Constitution," pp. 12-13. The county auditor would be the right person to contact regarding the voting booth. High SchoolThe Book of Distinguished American Women: "Susan B. Anthony," pp. 16-17; "Lucy Stone," pp. 92-93. c. Discussion: What might have been the feelings of women who couldn't vote? What activities at Iowa State College might Assignment for Day 2: have prepared Carrie for her leadership role in the suffrage movement? Why did Carrie Chapman Catt feel it necessary to While watching video, list arguments for and against women's call for a new organization, the League of Women Voters? Do vote. you think people feel the privilege and responsibility of being Lesson II part of the governing process today? If Carrie and other suffragists were living today, what might they be working to Objectives: accomplish? 1. To state the arguments used for and against women's suffrage in the 1900-1920 era. Assigned Reading:

2. To describe the role of Iowan Carrie Chapman Catt and other Grade 5"Women who worked for the vote in Iowa," Iowans in the effort for suffrage in Iowa and the United States. Goldfinch 11 (September 1989): 19 and "One Iowan's Life, Carrie Chapman Cat,' Goldfinch 11 (September 1989): 6. Introduce the subject by reviewing the video used in Lesson I and relating the assigned readings. Help the students under- Middle SchoolAbove resource and "Keeping Up with the stand the period 1915-25 by using statistics, the Twenties and Times" in student text, Iowa Heritage in the American by drawing upon their assigned readings. Revolution.

Group them into small groups (dyads) and ask them to develop High SchoolAbove resources and selections on Carrie arguments that might have been used between 1900-1920 for Chapman Catt in Louise Noun, Strong Minded Women; Nancy and against giving women the right to vote. After allowing Neumann, The League at 75; or Mary E. Palmer, "Carrie them up to 10 minutes, use those groupings to stage a debate. Chapman Can.°

Role plaing, stage a speech as Carrie Chapman Catt might have made in front of a mixed group of citizens of 1900-1920. Assign roles such as hecklers, supporters, lawmakers, and presenters. 239 How Women Got the Vote: The Story of Carrie Lane Chapman Catt

continued

Assessment of Outcomes: Resources: In an essay or class debate present arguments for and against Supplemental Curriculum Unit Available: women receiving the vote. Eisenberg, Bonnie, "Woman Suffrage Movement 1848-1920," available from National Women's History Project, 7738 Bell Students will: Road, Windsor, CA 95492; 707-838-6000. This is an excellent describe in a class discussion the major players and their unit designed to be used in a history or government class in contributions in the suffrage movement. grades 5-12. It includes questions for research and discussion, place on a timeline the important events leading to the historical photos, suggested class activities, and information passage of the 19th amendment and explain in essay form the about African-American suffragists. It would be a good strategies employed by suffragists. resource to accompany the unit on Iowa Suffrage.

summarize in writing Carrie Lane Chapman Catt's back- Videos: ground and her significant role in the crusade for women's 1. "Carrie Chapman Catt, Honoring the Dream," 21-minutes. right to vote. Tells the story of the effort to get the 19th Amendment passed and focuses on Carrie Chapman Catt's participation and leadership in the suffrage movement. Available from Iowa State University Media Distribution, 112 Pearson Hall, Iowa Extensions and Adaptations: State University, Ames, IA 50011, 515-294-1540, Rental Take a field trip to the Iowa Capitol to see the Iowa Women's Price$11.00 plus shipping, Catalogue No. 47809 or League Hall of Fame Exhibit. of Women Voters of Iowa, 4815 University, Suite 3, Des Moines, IA 50311-3303, 515-277-0814. Rental Price$5.00. Take a field trip to Charles City to see Carrie's girlhood home Available for purchase from Rhoda McCartney, 19th Amend- and have her work described by Rhoda McCartney, ment Society, P.O. Box 19, Charles City, IA 50616. 515-228-3336, President of the 19th Amendment Society of Charles City. 2. "Carrie Chapman Catt, ISU's Most Distinguished Alum," 18 minutes. Available from Iowa State University Media Distribu- Invite Jane Cox, playwright and actress in the play "Yellow tion (Catalogue No. 40002) or League of Women Voters of Rose of Suffrage" to present at a student assembly. Jane Cox, Iowa. (See #1 for contact information and rental price.) Iowa State University Theater, 210 Pearson, 515-294-9766. Books: While in Ames, tour Carrie Chapman Catt Hall, Iowa State 1. Mary Gray Peck. Carrie Chapman Catt: A Biography. New University, contact Carole Horowitz, Iowa State University, York: H. W. Wilson Company, 1949. 515-292-9454. 2. Jacqueline Van Voris. Carrie Chapman Catt, A Public Life. Use the "Know, Want to know, Learned" process to review the New York: Feminist Press, 1987. unit. 3. Louise Noun. Strong Minded Women. Ames: Iowa State Write articles for a newspaper on the passage of the 19th University, 1969. Amendment or prepare articles for a special edition of the newspaper. 4. Eleanor Flexner. A Century of Struggle: The Woman's Rights Movement in the United States. New York: 1971. Invite women who voted for the first time in the 1920s and '30s who could recall their feelings at being able to vote for 5. Nettie Rogers Shuler and Carrie Chapman Catt. Woman the first time. Suffrage and Politics. New York: C. Scribner's Sons, 1923.

Contact your local League of Women Voters and invite several 6. Nancy Neumann. The League at 75. Washington, DC: League members to share their knowledge on voting and participation of Women Voters. in the political process. 7. Paula Giddings. When and Where I Enter: The Impact of Plan a special event for the community to coincide with Black Women on Race and Sex in America. New York: Bantam Women's History Week in March. Books, 1984.

8. Aileen Kraditor. The Ideas of the Woman Suffrage Move- ment, 1890-1920. Garden City: Doubleday Anchor, 1971. Journals: political freedom." 1. Louise Noun. "Carrie Chapman CattTrouble in Mason City." The Palimpsest 74 (Fall 1990): 130-144. "Progress is calling to you to make no pause. ACT!"

2. Laura Kline. "Woman's Place." Visions, Iowa State University "Fight forward bravely and with great understanding." (Fall 1990): 27-30. "Give yourself." (Closing of her Iowa State College commence- 3. "Carrie Chapman Catt and Woman Suffrage." Goldfinch 11 ment address) (September 1989). "Working for suffrage is not a duty; it is the privilege of a Other Resources: lifetime." 1. "Amending the Constitution: Women Suffrage." Goldfinch 8 "The vote is a power, a weapon of offense and a defense, a (February 1987): 12-13. prayer. Use it intelligently, conscientiously, prayerfully." 2. National 19th Amendment Society HandoutChronology of "I much prefer to give the little I have to the living causes of Carrie's Life, Honors and Awards and Sketch of Childhood this day rather than to a memorial of the past." Home. "Women, are you ready now to go gather as the women did at 3. John Temple Graves. "One of the World's Great Women." Seneca Falls and lay out a program of wrongs still to be righted Cosmopolitan (Feb. 1916): 445. and of rights to be attained?" 6. Mary E. Palmer. "Carrie Chapman Catt." Iowa Voter, June "The national organization had no money, but they agreed to 1976. send what was better than silver or gold, Mrs. Carrie Lane 7. Mary Ann Tetreault. "African- American Women's Fight for Chapman." (From a Colorado newspaper after the state's Woman Suffrage." loWoman 25, No.1. successful suffrage campaign)

8. Stephanie Pratt of Iowa Commission on the Status of "I remember the world used to say of a married woman, 'She Women is available to speak to Central Iowa schools and civic has clothes, shelter and food. What more can she want?' I am and social organizations about woman suffrage during 1995, skeptical about the contentment of these women." the 75th anniversary of suffrage. For more information, contact "If the women went home as full of convictions as my Pratt at 515-281-4470 or 800-558-4427. garments were of perspiration, it was a success." 9. The Des Moines Playhouse performs a 1/2 hour interactive "With the same consecration to a great cause manifested by play about the life of Iowa suffragist Carrie Chapman Catt. The the pioneers who set our feet upon the path leading upwards, play is especially targeted toward grade school children, with with the same devotion revealed by those who came after and audience interaction following. For more information, contact performed drudgery of weary years, you free women of The Playhouse, 515-277-6261. America, must lead on to the ideal democracy never yet 10. Joyce Hope Scott. "Black Nationalist Fiction," in National- attained, but which alone can salvage civilization." isms and Sexualities, Andrew Parker, ed. New York: Rutledge, 1992.

Quotes From Carrie Chapman Catt: "The chief end of all of us is to build a good society."

"Service to a just cause rewards the worker with more real happiness and satisfaction than any other venture in life."

"Failure is impossible." (Susan B. Anthony's last public words. Carrie always had this motto hanging in her office.)

"We hold these truths to be self evident that all men and women are created equal." (From the Seneca Falls docu- mentCarrie quoted it often.)

"Don't give up. M_ arch forward." (Words after a New York defeat)

"I have lived to realize the great dream of my lifethe enfranchisement of women." "We are no longer petitioners, but free and equal citizens." 241 (Upon winning the vote)

"Women have suffered agony of soul which you can never comprehend, that you and your daughters might inherit 242 A System of Rules

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: Before Iowa could be admitted to the United States on December 28, 1846 the proposed state's draft constitution had Students will: to be approved by the national government as well as by a Understand the framework of rules used in our vote of the people living in the territory. Provisions within that national and state governments. constitution allowed for the creation of counties, townships, and municipalitiesincluding towns and citieswithin the Learn the process by which states are created and state. These levels of government made it easier to govern the then become a part of the United States. individual, since the national government cannot legislate on purely local concerns. Learn about the levels of local governments, their powers and responsibilities, and the extent of their As the population grew, additional units of local government jurisdiction. were created to handle specific situations. Among these local units were districts that administered and financed schools, Learn about the methods of law enforcement, libraries, fire prevention, soil conservation, water conservation, administration of justice, punishment of offenders, and hospitals. and the personnel involved in these activities. In the United States all systems of rules by which we live arise Understand that the rules by which people live from its citizens. Citizens elect representatives to make and change from time to time and from place to place. administer laws and to adjudicate disputes. We have law enforcement on all levels, including city police, county sheriffs, state militia, and the armed forces of the United States. These Materials: agencies protect citizens from outside dangers and also prevent injury and violence among citizens. 1. Copies of the United States and state constitutions

2. Annual reports of governmental agencies Procedure: 3. Lists of government offices in your area This thematic lesson plan is intended to introduce this particu- 4. Names and addresses of all local government officials lar topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the 5. Newspapers, old and new study Iowa history. In many cases the same activities can be 6. News magazines, old and new used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with 7. History and civics books, old and new other topical areas in this curriculum.

8. Encyclopedias, dictionaries, and other reference books These thematic lesson plans underscore basic skills such as reading, writing, communicating orally, and collecting refer- 9. World almanacs, old and new ence sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; Background: distinguishing between primary and secondary sources; using When people live together in groups, some sort of system must charts and timelines; and developing vocabulary. The teacher be created to minimize disagreements and to settle disputes. In can introduce higher level skills through these activities such the United States this system was formed by the Constitution. as collecting information from a variety of sources through After the original 13 states united, they provided for new observation and questioning; compiling, organizing, and states to join the young country by adopting their own evaluating information; comparing and contrasting; drawing constitutions. conclusions or inferences from evidence; considering alterna- 243 tive conclusions; making generalizations; recognizing points of and badges worn by people involved in making and enforcing view; understanding how things happen and how things laws. change; recognizing how values and traditions influence history and the present; grasping the complexities of cause and 20. Co.mpare and contrast the role of the police and the armed effect; developing a chronological sense; and understanding forces in enforcing laws. events in context. 21. Students divide into teams and prepare debate materials on an issue currently being discussed by a state legislature or the United States Congress. Activities: 22. Write a report explaining the roles of the executive, the 1. On a map of your state, fill in the boundaries and names of legislative, and the judicial branches of government and how all of the counties. they check and balance each other. 2. On a map of your county, fill in the boundaries and names of all of the townships, towns, and cities. Assessment of Outcomes: 3. On a map of your town, mark the location of all buildings connected with laws and law enforcement. 1. Write a letter to a member of the United States Congress or the state legislature, expressing your opinion on a current 4. Write a report comparing the Constitution of the United issue. States with the constitution of Iowa. 2. Write a letter to the editor of a local newspaper expressing 5. Visit the city hall and the county court house nearest your your opinion on a current issue. school. What offices and officers are located in each? What services are provided for citizens in each? 3. Make a chart showing different forms of government, and where and when they have been practiced. 6. Attend a meeting of your city council and your board of supervisors. 4. Create a model or draw a picture of a building in your area that is used for governmental purposes. 7. Interview a judge, a police officer, and an attorney about their training and their work. 5. Make a photographic display of the buildings in your area used for governmental purposes. 8. Research the constitutions of other states and other countries and list similarities and differences to those under 6. Prepare a directory of government officials effect your life which you live. and explain what each of them does.

9. Read newspapers and other sources of information about the past, to find out what actions were illegal at other times in Extensions and Adaptations: our history. Most of the activities listed under procedures can be easily 10. Discuss the controversies over different methods of adapted to meet the learning needs of most students at punishments used for those people who break the law. various ages. Many of the listed activities can be used as art, 11. Discuss how laws sometimes restrict individual rights and music, writing, math, or science projects. Be sure to draw on actions in favor of the welfare of the whole community. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 12. Make a chart of how a bill becomes a law in the Iowa of community resource ideas. government.

13. Make a chart of how a bill becomes a law in the federal government. Resources: Contact the Iowa History Resource Center at the State Histori- 14. Make a list of services that are provided by governmental cal Society of Iowa for a list of books, videos, organizations units and paid for by tax money. and ideas for studying Iowa history. Write to: Education 15. Make a list of the types of tax revenue raised by each level Coordinator, State Historical Society of Iowa, 600 East Locust, of government. Des Moines, Iowa 50319.

16. Write a report on how individual citizens can influence making and changing laws.

17. Describe the reasons for and processes of amending constitutions.

18. Make a chart showing as many different forms of government as possible, and the ways in which each form achieves and maintains power.

19. Find illustrations of the uniforms and distinctive emblems 244 Territory and Statehood of Iowa

Grade Level

Class Periods43)

Goals/Objectives/Student Outcomes: In 1834, Iowa became part of the Michigan Territory, Students will: which included what is today Michigan, Wisconsin, Iowa, Minnesota, and parts of the North and South Understand the steps to be followed in creating a Dakota. When Michigan withdrew to become a state district, a territory, and eventually a state. in 1836, the remaining area was called the Wisconsin Territory. Recognize the different areas of which Iowa has been a part. Feeling that the Mississippi River separated them from the others in the Wisconsin Territory, settlers met on Recognize the three capitals of Iowa and the September 16, 1837 at Burlington, Iowa to organize importance of each. themselves into a territorial convention. The United States Congress was petitioned to divide the Wiscon- Be able to identify key people in the development sin Territory and allow the 25,000 people living west of the state of Iowa. of the Mississippi River to become the Iowa Territory.

On February 6, 1838 Congress voted to establish the Materials: Iowa Territory, effective July 4th. President Martin Van Buren appointed Robert Lucas, a former governor of 1. Two attached pages of background Ohio, as the new governor for a term of three years.

2. Student Activitiestwo attached worksheet pages Governor Lucas visited several towns along the Mississippi River before choosing Burlington as the 3. U.S. maps for each student, in atlas or social studies text capital of the new territory. Elections were held for the two-part legislature. The Council had 13 members with two-year terms, and the House of Representatives had Background: 26 members serving one-year terms.

After the Revolutionary War, the new United States had only The legislature first met at the Old Zion Methodist thirteen states. Between these eastern states and the Missis- Church. Since settlers were moving west of the sippi River the land was controlled by the national government. Mississippi, it quickly was decided to move the The government established a process so that regions could territorial capital to Johnson County and to call the become states. new site °Iowa City.' In 1839 the governor appointed First a region would be designated a district, with a governor a committee that included Chauncy Swan to deter- appointed by the president and the army keeping order. As mine the exact location for the new capital. By 1842 a more settlers arrived, the district became a territory. A territory graceful capitol building housed the territorial also had a governor appointed by the president, but in addition legislature near the Iowa River in Johnson County. it had an elected legislature to make its laws. No territory, Two years later Iowans voted to begin taking steps however, could have a representative in Congress. When more toward statehood. A state constitution, or set of laws people moved in, the territory could become a state, elect its and plan of government, was drawn up. One law own governor and legislature, and send representatives to stated that any white male citizen over the age of Congress in Washington, D.C. Iowa went through all these steps twenty-one could vote. Women and African Americans to reach statehood. were excluded. Boundary lines were drawn, extending Iowa as far north as present-day Minneapolis, In 1803, President Thomas Jefferson arranged for the purchase Minnesota. from France of enough land west of the Mississippi River to double the size of the United States. The land was home to When sent to Congress in Washington D.C., the Iowa Native Americans and a few explorers. Iowa was a part of the constitution was readily approved, but the boundary Louisiana Purchase. lines were not. Some U.S. congressmen did not want 24 5 Iowa extending as far west as the Missouri River. Eventually, Resources: compromise was reached, and on December 28, 1846 President The Path to Statehood. Video, Iowa Heritage Series, Iowa Public James Polk signed the law making Iowa now home to more Television. than 96,000 peoplethe twenty-ninth state of the United States. Donald Fett, Patrick Fett, Mildred Bid lack, Michelle Moore, and Thomas Ferguson. "Iowa: A History for Iowa City" (local Within four years, Iowa's population had doubled, to 192,000 curriculum), 1983. citizens. By 1856 the state boasted 518,000 residents, many of whom lived far west of the capital city. In 1857 delegates met William Houllette. Iowa, The Pioneer Heritage. Des Moines: in Iowa City to write a new constitution. One of the major Wallace-Homestead, 1970. changes was the decision to move the capital farther west again to make it more accessible to its citizens. Des Moines was Dorothy Schwieder, Thomas Morain, and Lynn Nielsen. Iowa, chosen as the site. Past and Present. Ames: Iowa State University Press, 1989. Wall, Joseph Frazier. Iowa, A History. New York: Norton, 1978.

Procedure: "The Iowa Territory's 150th Birthday." The Goldfinch 9 (Septem- ber 1987). 1. Together the teacher and students read and discuss the first paragraph of attached information. "Constitutional Issues and Iowa." The Goldfinch 8 (February 1987): 6. 2. Together, read and discuss the remaining four paragraphs. Use territory maps to review size of territories and today's "The Shape of the State." The Goldfinch 5 (February 1983). states. "Government for Iowa." The Goldfinch, Spring 1976. 3. Ask students to shade territories and label present-day states using "Iowa's Territories" map and an atlas map. Field trips: 4. Together, read second information page and discuss Iowa's three capitals and why there was a need for the first two to be Old Capitol, Iowa City moved. Discuss what Iowa might be like today if any of the other boundary suggestions had been chosen. Ask why Current Iowa State Capitol, Des Moines Missourians might have preferred the Brown line. See The Old Zion Methodist Church, Burlington Goldfinch, Spring 1976, "State Capitols."

5. Ask students to complete the three sections of the page on Iowa's capitals, faces, and early population.

6. Show and discuss The Path to Statehood video from the Iowa Heritage Series.

Assessment of Outcomes: The student worksheet page on Iowa's capitals, faces, and early population can be used for assessment.

Extensions and Adaptations: Ask students to debate "Should the Iowa Territory become a state?" Have them prepare by reading The Goldfinch, Spring 1976, pp. 24-25.

Initiate a discussion about border disputes. Have them prepare by reading "The Shape of the State," The Goldfinch 4 (February 1983). See discussion questions on back cover of the issue.

Discuss what constitutions are and why states need constitutions. (See The Goldfinch 8 (February 1987): 6 and Spring 1976, page 2.)

246 IT TAKES MONEY TO MAKE MONEY

Directions: Look at the dailywages listed below and the prices for farm equipment. Then answer the questions.

WAGES COSTS

Stone-cutter 1.25-2.00/day Land 1.25/acre Poultry 1.00 Wheelwright 1.25-1.50/day Plow 8.00 Young pig 2.00 Carpenters Scythe/pitchfork/rake 3.50 Sow with young 6.00 & joiners 1.25-1.50/day Milch cow 10.00 Double log cabin 70.00 Day laborer .75-1.00/day Sheep 1.50 Farm wagon 80.00 Horse 60.00 Reaper 120.00

Your neighbor owns a reaper and will cut wheat for .50/acre

1. Imagine you decide to move to Iowa to start farming. What will you need to buy? Total cost How many working days does this represent for: a stonecutter a wheelwright a joiner a day laborer

2. You have already purchased your land and have $75.00 left to purchases items for the farm. What will you buy?

3. How many days does a laborer working for 75aday work to purchase a horse?

4. A quarter section of land is 160 acres. If land is $1.25/acre, how much will a quarter section cost?

5. How much will you spend to purchase a horse, a plow, a scythe, 10 sheep, anda sow with young?

6.If a stone-cutter makes $1.25/day, how many days does he have to work to purchasea log cabin?

7. How many days does a wheelwright making $1.50/day work to purchase a horse, a cow, 10 sheep, 16 chickens, and 5 young pigs?

8. How many acres of wheat must be harvested at 500/acre to make the purchase price of a reaper?

9. Using the above answer, if the average farmer plants 40 acres, how many farms does the reaper owner need to harvest?

_ Boundaries for Iowa How did Iowa come to have the They knew where their region colonies became the thirteen shape it has today? Before 1846 began and ended but they did United States. Seven of these there was no state of Iowa and not feel that they owned it. states claimed that they owned there were no boundaries for the Europeans were used to land stretching westward all the state. Before Europeans came to thinking about land as something way to the Mississippi River. North America, the boundaries tobe owned. They drew Much of this land was unsettled for states and nations as we boundary lines on maps to show westoftheAppalachian know them today did not exist. what land belonged to which Mountains. After much debate The native Indian groups living in nation. They also drew more and some argument,the North America had not made lines on the maps to show the boundaries for all those states maps of the land on which they land owned by each person. were decided. Most of the lived. Most tribal groups thought After the American westernland became the in terms of large land areas. Revolution, the thirteen separate property of the federal government, and was called territory.Thegovernment planned to remove the Indians who lived on this land and sell it to the pioneersettlers. Eventually more states could be created from the area. By 1837, sixty years after the Revolution had ended, thirteen new states had been added to the Union. The only territory that remained east of the Mississippi River that had not gained statehood was in Wisconsin and Florida. By that time, the United States government and its citizens had already begun to look to the land west of the Mississippi River for future development.

This physical map of North America shows how the continent looks without political boundaries.

248 Congress. Hismap was only one CANADA ,Disputed published in 1843 (British) to... between U.S. and year before the Iowa Legislative Claimed by .A..Britain Assembly applied for statehood. - N.H. and The recommendations in his N.Y. Claimed by report later caused boundary Mass disputes between the people of and N.Y. the Territory and Congress. The Territory's rich and fertile soil attracted many settlers and

LOUISIANA Iowa filled rapidly with (Spanish) newcomers. By 1844, 75,000

DELAWARE people lived in the Territory. Many of these people thought it was time for statehood. They VIRGINIA wanted to have full control over their own government to be NORTH CAROLINA able to vote for President and v SOUTH choose' Senators and - \CAROLINA GEORGIA Representatives to Congress. Disputed between .. They wrote a constitution, U.S. and Spain AG M / BOUNDARIES OF selected boundaries for a state THE NEW NATION-1783 and sent their request for ----Disputed Boundaries 0 225 statehood to the United States Miles Congress. The boundaries they chose were based on the recommendations of Robert Lucas, Iowa's first territorial governor.The boundaries followed the rivers of the region: Thelandwestofthe the upper Missouri River in order on the east the Mississippi River; Mississippi River had been to prepare a map of the region. on the west the Missouri River; purchased from France in 1803. Between 1836 and 1840 he and to the north the St. Peter's Called the Louisiana Purchase, it traveled through forests and (now the Minnesota) River. The almost doubled the size of the prairies, carefully recording the southern boundary between nation. By 1837 three states had rivers, streams, hills, valleys, Iowa and Missouri was already already been formed from that and plateaus which he found. waiting to be settled in the courts. great region Louisiana, Earlier explorers had made good However,Iowa's boundary Arkansas, and Missouri:In maps, but Nicollet's scientific request ran into trouble. Much of addition, large sections of land skill and improved scientific the trouble had to do with free had been opened for settlement instruments provided a more states and slave states. just north of Missouri, in the accurate map than the earlier For many years Congress had future Iowa Territory. Congress ones. tried to keep an even number of wanted more detailed and Nicollet knew that it would not slave states and free states. This accurate information about this be long before the people of Iowa meant there would be equal area that was so rapidly being Territory would ask to become a representation for each side in filled with new settlers. To gather state, so he included the United States Senate. States this information, the United suggestions for future state were created by Congress in states hired Joseph Nicolas boundaries in his report to pairs, one from the North and Nicol let. Leading a large group, one from the South. Northern he explored the land between plateau n. a region that is mostly members of Congress wanted to the upper Mississippi River and flat, high land. create as many free states as

249 THE LOUISIANA PURCHASE

they could out of the remaining state boundary lines might be agricultural state lying between Louisiana Territory, in which Iowa based on the products each area two mighty rivers. They even was located. They looked at might produce, and on the wanted to include the rich valley Joseph Nicol let's report and saw transportation of these products of the St. Peter's (Minnesota) his recommendations for state to good markets. His plan even River. Because rivers provided lines based on the topography included a strong trading link' the best transportation for of the area. He suggested a with British North America (now agricultural products, Iowans boundary line on the 94°30' Canada) by way of the Red River argued thatthe state's meridian which was close to the in present-day Minnesota. boundaries should include both natural watershed between the Nicollet's vision of state rivers so that farmers could Mississippi and Missouri Rivers. boundaries for Iowa was not easily sell their crops. The Nicol let thought of the upper accepted by the settlers. The people felt the state should not midwest as a region divided into writers of the proposed Iowa be used to balance the power smaller areas by ridges, rivers constitution and boundary plan between the Northern free states and plateaus. He also thought thought of Iowa as a great and the Southern slave states. In 1844 the Iowa voters refused to topography n. the natural and accept the constitution with the man-made surface features of a meridian n. lines on a map given area of land, such as representing either half of the circle Nicollet boundaries. mountains, valleys, lakes, rivers, that passes through the north and Finally, Iowans accepted a and roads. south poles. compromise agreeing to the ° the symbol for degree. watershed n. the land area from boundaries that we know today. which water drains into a river Iowa became the 29th state on the symbol for minutes. system. December 28, 1846. 250 But I may remark, in the first place, Mississippi on its west side, as well that two states may be formed west as those of the Red River of the of the trans-Mississippian states of North, and as far north as to the Arkansas and Missouri; and then, by British possessions. taking about equal portions of each Thus it appears, that, by a sideof theMissouriRiver, judicious division of the remaining embracing the mouth of the Platte country along the borders, taking in River, we have a third state, with a a small portion of the more barren good and well-watered soil. This region beyond it, there is sufficient latter division would still leave space for five new states of large sufficient space for the state of size, compact in their forms, and Iowa, by extending it as far north as having a good portion of fertile soil; the St. Peter's. Now, north of the most of them possessing convenient two last-mentioned states might be navigable streams, with a fair formed another, embracing all the prospect of mineral resources. JOSEPH NICOLAS NICOLLET remainingtributariesofthe Report to Congress, 1841

Iowa, Changing Boundaries 1838 -1846

251 The Western Boundary Most of the western boundary woven into and out of the main the river moved a great distance, between Iowa and Nebraska is channel, much like braided hair. land near the river could become defined as "the middle of the When spring arrived, ice would part of the opposite state. This is main channel of the Missouri block some parts of the river. what happened to the land on River." North of Sioux City, Unfrozen free streams poured which the small Iowa town of where the Missouri flows from water on top of this ice. Because Carter Lake is located. the west, another river forms the river banks could not hold all Carter Lake, a town of 3,500 the western boundary. This is the the extra water, it spilled over the people is very unusual it is the Big Sioux River which flows banks, flooding towns and farms. only Iowa town which sits entirely betweenIowa andSouth Other times, chunks of ice on the Nebraska side of the Dakota. blocked the channel and forced Missouri River. There is no way Locating "the middle of the the river to cut a new channel. to get to Carter Lake, Iowa, main channel" of the Missouri Sometimes, huge pieces of without first going into Nebraska! River has been a big problem. land were cut off by sudden This was not always true. Carter This is because the "Mighty Mo," changes in direction of the Lake had been on the east side as some people callit, has powerful river current. Only the of the Missouri, just like Council changed its course many times. river moved, of course. The land Bluffs is today.It was clearly The Missouri River was once stayed put. Some of these inside the Iowa boundary. In the made of many small streams pieces of land became islands. If late 1800s, there was a quick

Bey., Chuf

Two maps of the Missouri River as it flows past Pottawattami County. The 1890 map shows the river as it used to be, with many channels and islands. The 1976 map shows the river after the channel was controlled. Carter Lake was once a horseshoe bend of the river. The boundary lines for the town of Carter Lake closely follow the old course of the river. 252 'change in the course of the river. The United States Army Corps of The Missouri River channel Engineers constructed dams, shifted 12 miles eastward. This dikes and levees on the river. left Carter Lake on the west side These structures would prevent of the river the Nebraska side. flooding and help keep the river BothIowaandNebraska in channel. claimed this land. Iowa - Nebraskaboundary In 1892, the United States disputes have not ended yet. As Supreme Court ruled that the the river moved to its stabilized area was still part of Iowa. Even final course, much land ended up so, there has been much debate on the wrong side of the river. over which state should govern Like Carter Lake, decisions must Carter Lake. As late as 1979, be made. Officials for Iowa and Carter Lake residents had a Nebraska are still trying to Nebraska zip code. They also decide which land belongs to which state. picked up their mail at a nearby Omaha post office, and they Now the "Mighty Mo" should were not even listed in Iowa follow the same course year after phone books! year. The "middle of the main channel of the Missouri River" Around 1935, projects were should finally stay the same and This sketch shows one way that the Missouri River could change its course begun to straighten and to be easy to find. The western and cause boundary problems. A short stabilize the wandering river. boundary of Iowa is now much cut taken by the river at the place like the fence or street which marked 1 would give a piece of Nebraska land to Iowa. The opposite stabilize v. to hold steady, to creates boundaries where you result would occur if the river took a prevent changes. live. Jeffrey Madsen short cut at the place marked 2.

The Southern

We have seen that the western boundary of Iowa was disputed started because state and miles further north on the east because the words "the middle federal governments could not (Mississippi River) side than on of the main channel of the agree on where "the rapids of the the west (Missouri River) side. Missouri River" did not point to a river Des Moines" really were. Few people knew this though, real place that was always easy In 1816, before Missouri or andit would only become to find. The same was true for Iowa became states, Colonel important when many people whatwouldbecomethe John C. Sullivan surveyed and began to settle the area. southern boundary of Iowa. marked what wouldsoon As settlers quickly moved into When Missouri became a state, become the northern boundary the Iowa country after 1833, they this boundary was described in of Missouri. His survey was started farms and towns. As its state constitution as the supposed to be a "parallel of these grew, the settlers wanted Missouri northern boundary. The [the] latitude which passes to know just where the northern landmark used to describe this through the rapids of the river Missouri boundary line was. One boundary was known as "the Des Moines," but he made a of the reasons they wanted to rapids of the river Des Moines." mistake. He did not adjust his know was because of slavery. This description was used in compass as he moved eastward Missouri was a slave state and their state constitution when from the Missouri River. This many people in the area did not Missourivotersaccepted caused his boundary line to want to live where laws allowed statehood in 1821. Later, trouble angle upward untilit was four one man to own another man. Missouri officials also wanted Iowa sheriff arrested him. Of which were growing in the to be sure just where the course this angered Missouri disputed strip. A poem was later boundary was. They believed officials, and in the icy cold written about the war and set to that the Des Moines rapids were December of 1839 the Missouri the tune of Yankee Doodle. It much further north than the militia was ordered to the border made fun of the two governors Sullivan line. Therefore, Missouri area. In response, Governor for their part in creating the officials sent Joseph C. Brown to Lucas called for Iowa volunteers needless conflict. re-survey the boundary line in to meet at the border town .of Even though the "Honey War" 1837. He was supposed to begin Farmington. As troops gathered had ended, the boundary issue at "the rapids of the river Des from both sides, people in the was not settled right away. The Moines," and then mark his line area began to think that there United States Supreme Court as he moved westward toward might really be war between finally decided the boundary the Missouri River. He found a Iowa and Missouri. issue in 1851. The court decided place on the Des Moines River, William Willson reported that that the Sullivan line was the best near Keosauqua, which he while on business in Missouri he boundary because it had been thought was the spot described and his crew had been stopped used so often in treaties. The by the words. This place, Great and searched by soldiers. The court also ordered that the Bend, was 63 miles upstream soldierswerelookingfor Sullivan line be re-surveyed and from the mouth of the Des ammunition. Other reports told of re-marked, correctly this time. Moines River where it flows into Iowa citizens who had been held Big cast iron monuments, each the Mississippi River. He marked in Missouri as spies. weighing about 1,600 pounds, were placed at the east and west his line from Great Bend to a Before things had gotten to parallel spot near the Missouri ends of the line. Smaller cast iron this state, Albert Miller Lea had River. Missouri then claimed posts were placed every tenth been sent by President Martin mile, and wooden posts were Brown's line as its northern van Buren to decide which line boundary. placed every mile along the was thecorrect boundary boundary line. The difference between the between Iowa Territory and two lines was about 2,600 acres. One more survey was done in Missouri. Lea wrote that it was 1896, again at the request of the Most of the settlers living on the general knowledge that "the disputed strip of land thought United States Supreme Court. A rapids of the river Des Moines" few of the wooden mile markers they had settled in the Iowa were in the Mississippi River, not country. Much of it was rich farm were replaced at that time with the Des Moines River. He stone monuments. Some of land, which officials from both suggested that the Sullivan line Missouri and Iowa Territory these cast iron and stone their was not an accurate one, yet it markers can still be found today claimedaspartof had often been used in legal jurisdiction.Butin1839 along Iowa's southern boundary. papers as the northern boundary Jeffrey Madsen Missouri sheriffs tried to collect of Missouri. But when the war taxes from settlersin the was about to start the federal disputed strip. Iowa Territorial government had not made a Governor Robert Lucas warned decision. Just when it looked as Lilburn MissouriGovernor though the first shot would be Boggs that the Missouri sheriffs fired the Missouri troops were would not be permitted to do this. dismissed,andMissouri's Boggs warned Governor jurisdiction was withdrawn back Governor Lucasthatthe" to the Sullivan line. The Iowa Missouri militia might be brought troops gladly went home. The out to make sure the taxes were "war" was over, and no one had collected. been killed. These events were So when another Missouri later called the "Honey War" sheriff tried to collect taxes an because early in the conflict jurisdiction n. the authority to someone had destroyed some govern. valuable honey-filled bee trees 254 The Eastern Boundary The Iowa state constitution defines the eastern boundary of Iowa as "the middle of the main channel of the Mississippi River." In a navigable river this is the middle of the principal channel and not necessarily the deepest part. There are a number of _islands within the Mississippi River. The islands which were included in the first Iowa survey became part of the state. This meant that anyone on the islands came under the laws of Iowa, not of the bordering states, Illinois and Wisconsin. navigable adj. deep enough and wide enough for ships to use. principal adj. main.

The Northern Boundary You have already read that word "Iowa" on one side and before the decision about Iowa's "Minnesota" on the opposite boundary was made, there was a side. The date, 1849, appeared controversy between the on a third side. residents of the Iowa Territory In the spring of 1852 another and Congress.Afterthe survey crew gathered at the boundary had been decided as marker to complete the work the parallel of latitude 43°30', it begun in 1849. The party of had to be accurately measured forty-three men included and marked. This was especially fourteen surveyors, a hunter, a important because the future doctor, an interpreter, four boundaries of Minnesota and cooks, as well as chainmen, North Dakota were to be a part of flagmen, monument builders, this parallel of latitude. teamsters, sod choppers, and Government surveyors began general handymen. The group to work during the summer of was divided into four crews. As 1849 on the west bank of the one group followed the other, Mississippi River. However, an each had special duties to 4 epidemic of cholera caused perform. They could also check them to stop their work. Before on the accuracy of the markers leaving, the surveyors did placed by the previous manage to place a marker where surveyors. The first crew to work r the Mississippi River crossed the parallel 43°30'. The marker was teamster n. a person who drives The old border marker between Iowa and a four-sided iron post with the a team of horses. Minnesota, near New Albin.

255 its way across the unmapped countryside had a special mission. They measured and marked the parallel using a Burts' solar compass. The purpose of their work was to see how accurate their survey would be using the instrument. This first group also sent messages to the survey parties behind them, which included special suggestions to help make the work of the following crews easier.

Burt's Solar Compass was not affected by the earth's magnetic field. When the compass was tested on the survey of the Iowa - Minnesota boundary it proved to be more accuratethanthemagnetic compass.

It took good planning to the men's personal baggage, the protect the sensitive surveying provide for so many people to camp equipment, surveying instruments as the horse-drawn move through the unsettled instruments, and food for 60 wagons jolted over the rough countryside. Transportation for days was carefully arranged. To ground, the surveyors packed the instruments in boxes of dry grass. As each summer day passed, the crews progressed westward toward the mouth of the Big Sioux River. They built more than 500 earth, wood, and stone monuments along the 269-mile border. In timbered country, they blazed trees to clearly mark the boundary. In July the crews reached the Big Sioux River and built a large quartzite monument to mark Iowa's northwest corner. Today, the only remaining monument is near New Albin, a metal marker that was the starting point for the surveying expedition.

blaze n. mark made on a tree by removing a piece of bark. An old blaze on a tree marks the . quartzite n. rock consisting of Missouri -Iowa border. compressed sandstone.

'25G Iowa's Constitution HEN THE U.S. Constitution was ratified Wby the 13 original states, Iowa was not a state. It became a part of the United States through the Louisiana Purchase in the early nineteenth century. The Territory of Iowa was created in 1838. People who lived in the area voted down the proposition to become a state in 1840 and in 1842. They eagerly sought statehood, but opposed boundaries fixed by the U.S. Congress. After people approved new boundaries, the first Iowa Constitution (the Constitution of 1846) was written so that Iowa could become a state. On Iowa's Bill of Rights December 3, 1846. in the Stone Capitol at Iowa Individual rights have always been City, Ansel Briggs was inaugurated as first important to Iowans. Iowa's Constitution Governor of the State of Iowa. A copy of the begins with a Bill of Rights. Below are the first ten sections of Article I in Iowa's Constitution. Constitution of Iowa was sent to Washington, 1. Guarantees us the basic freedoms of D.C. It was approved by Congress. and President liberty, protecting and possessing property, James Polk gave his approval on December 28, and pursuing and obtaining safety and 1846. happiness. As the new state grew, the needs of its people 2. States political power is in the people. changed. These new needs could not be met by 3. Tells how the legislature cannot make laws limiting religious freedom. the first constitution so a constitutional 4. Explains that no religious test shall be convention was called to write a new one. given for any job. 5. Says any person involved in a duel No Money in Iowa cannot take a public job. The main drawback of the first Iowa constitution 6. Gives all citizens equal privileges under was that it did not allow banks that could print and the law. 7. Allows freedom of the press. Every issue money (these were called "banks of issue"). citizen of the state can speak, write, and Money in the 1840s was not like the money we publish his or her opinions. use today. The United States government did not 8. Says citizens of state cannot have their print paper money at all. Instead, it made gold and homes or persons searched without warrant. silver coins. Banks and businesses avoided this 9. Gives citizens the right to trial by jury and problem by printing notes (a kind of paper money) due process of law (orderly rules for bringing a person accused of a crime to trial). to use in place of gold or silver. 10. Gives citizens, if accused with criminal In the 1840s and '50s, there were over 700 action, the right to a trial and help of a lawyer. banks in the U.S. Many of these printed their own

257 notes. The value of the notes varied from bank to Iowa's present constitution is based on the bank. It was impossible to know the current value Constitution of 1857. The Constitution of 1857 of the notes of all banks. In Iowa, the Constitution included a Bill of Rights based on the first ten of 1846 prohibited banks of issue. They had no amendments to the U.S. Constitution (see box). It official currency. At one time, over 300 kinds of also provided for three branches of government money circulated in Iowa. (see chart). When the new Constitution of 1857 was Like the U.S. Constitution, Iowa's adopted, a new bank with many branches was Constitution has been changed many times. Other begun. This was called the State Bank because the articles in this issue of the Goldfinch talk about state made the rules. The State Bank gave Iowans how both documents were changed. money they could trust.

Executive Branch Separation of Powers Judicial Branch

Governor and State Supreme Court other staff and other courts Approves or vetoes Decides whether laws are (refuses) bills, administers constitutional or carries out laws passed Appoints state supreme by the General Assembly, court justices may recommend proposed laws. Interprets laws

Legislative Branch

General Assembly: House of Representatives Senate

Passes laws, confirms state supreme court justices QUESTIONS Read the separation of powers chart and answer the questions by writing a "T" for true or"F" for false on the line before each question.

1 The Governor is part of the legislative branch. 2 The State Supreme Court and other courts are part of the judicial branch. 3 The General Assembly cannot pass laws. 4 The judicial branch decides whether laws are constitutional. 5 The executive branch can approve or veto bills. Chart by Kay Chambers Bees, Trees,and Borders this tell the actors what they should be doing as The Territory of Iowa and State of they speak lines or what tone of voice they should Missouri disagreed over their border. use. Would civil war break out? Introduction Imagine moving into your neighborhood when CAST: there were no streets, houses, or farmswhen all Narrators 1-6 you could see was vast prairie and clear blue sky. Robert Lucas, territorial governor of Iowa This is what early surveyors saw in Iowa during Enoch Williams, farmer the territorial period. Alva Williams, farmer As Euroamericans surveyed and claimed the Egbert, 13 land, they marked boundaries with stoneposts, Seth, 11 their children clumps of dirt, and blazed trees (trees with bark Jessie, 8 removed). Natural boundaries often fell along Joseph C. Brown, surveyor rivers or mountains. Other kinds of boundaries Henry Morton, assistant surveyor were marked on maps along lines of latitude and Suel Foster, volunteer soldier longitude (see box). They were important to the Uriah Gregory, Missouri sheriff citizens of the new territories and states. Ella Roberts, Iowa farmer When Iowa became a territory in 1838, people Henry Heffleman, Iowa sheriff were not sure where the borders were. A dispute Missouri Farmer #1 over the boundary between the Territory of Iowa Missouri Farmer #2 and State of Missouri broke out. Militia Missouri Farmer #3 (volunteer soldiers) grabbed old swords, shot Crowd guns, and axes and marched off to the disputed border. In December of 1839, talk of civilwar This six-act play based on true events can be read was brewing . .. silently or aloud or performed with these simple Act One Props: Narrator One: On the morning of August 15, Compass or watch 1838, a large crowd waits near the Mississippi map River in Burlington to greet the new territorial jug for water governor. pencil Enoch Williams (turns to his wife): I cansee the brooms (for pitchfork, etc.) steamboat! newspaper Alva Williams: I'm so curious tosee this new drum, whistle, or bugle governor of ours. He's never even traveled to this area! I wonder how he'll like it. NOTE: The words in italics and brackets [like Egbert:Nhat has he done before, Ma?

259 Alva: He was the governor of the state of Ohio twice, son. President Van Buren appointed him as our new governor. Jessie (jumps up and down excitedly): I can see the steamship! Here it comes! Narrator One: The steamboat nears the landing and the crowd starts cheering. A tall, thin man descends briskly from the steamer to shake hands with his secretary William B. Conway. Governor Robert Lucas stops to address the crowd. Robert Lucas (waves and shouts): Greetings citizens of the great Territory of Iowa! My name is Robert Lucas and I am honored to serve as your territorial governor. I hope to establish a new territorial capital, create judicial districts, and establish official borders. But first, I will tour this Robert Lucas grand territory to meet with its proud citizens! Act Two Crowd (cheers and claps): Ya! Welcome! Lucas! Narrator Two: FLASHBACK! It is December Enoch: I hope he can fix the problems with the of 1837. Missouri's governor appoints a Missouri border. Nobody knows for sure where government surveyor to find a new border. Joseph the Iowa/Missouri border lies. Trouble is C. Brown and Henry Morton ride their horses to brewing! the Des Moines River.. .. Narrator One: In 1816 a government surveyor Joseph C. Brown: Do you have the solar named John C. Sullivan marked the northern compass? border of Missouri based on an 1808 Osage Indian Henry Morton: Yes, here it is. The new border treaty. When Missouri became a state in 1821, the we are supposed to mark should be parallel with state constitution described Missouri's northern `the rapids of the river Des Moines.' boundary as the Sullivan line. As settlers began Brown: Let me see the compass and the map. moving into the Territory of Iowa in 1833, they That fellow Sullivan was off quite a bit. I don't wanted to know where the boundary was because see any rapids in the Des Moines River here. Let's Missouri was a slave state. Iowa was a free head north. territory where slavery was against the law. Narrator Two: The two ride 63 miles north of the Enoch: There are lots of folks who settled in what mouth of the Des Moines River. they thought was Iowa and sure wouldn't be Brown (takes a sip from a jug and points toward thrilled to wake up one morning and find the river): There are the rapids! themselves living in Missouria slave state! Morton (looks at a map and draws a line): This

260 so I'm here to make sure you do. If you don't ma'm, we'll have to take one of your cows. Roberts: I'm a citizen of the Territory of Iowa, sir. I'll not pay your slave state a penny. Get off my property. DUBUOUE Gregory (shouts): Men, take one of those cows over there! This lady is not cooperating! Roberts: Please, sir, I'll try to gather up some DAVENPORT money. Don't take one of my cows. My family needs it for milk!

BROWN LINE Gregory: All right, ma'm. I'll give you a couple I LINE BURLINGTON of weeks, but if I don't hear word that you paid FINAL STATE LINE your taxes, we'll be back to take more than a cow.

Act Four new border will bring 2,616 squaremiles of Narrator Four: Missouri officials try to collect territory to Missouri! taxes from many former Iowans. Rumors spread Brown: That's larger than the state of Delaware! about violent activity in Iowa and Missouri. In October of 1839, Egbert runs into the house. Act Three Egbert: Guess what! Narrator Three: The following year Congress Jessie (sweeps the floor and looks up): What? passes an act creating the Territory of Iowa. A Egbert: I just heard a story that you won't government official is appointed to confirm the believe. border dividing Iowa and Missouri. He finds four Seth: Let's hear it Egbert. possible southern borders-for/he Iowa Territory. Egbert: Well, the story is that folks down it The Missouri legislature quickly passes an act Missouri set fire to a house somewheres in Val declaring the line surveyed by Brown in 1837 as Buren County in Iowa. Two burned up like hay the boundary. A group of farmers in what they the fire! thought was Iowa discover they are living in Jessie: That's terrible! Did it really happen? Missouri, not Iowa. Egbert (shrugs): I just heard it. I don't know. Bt Sheriff Gregory (walksup to a farm house and I sure hope nothing like that happens 'round hen knocks on the front door): Hello! Narrator Four: Late one night in ink Ella Roberts: Hello. November, a group of farmers head for ti Gregory: My name is Uriah Gregory, I'm the disputed border area. sheriff from Clark County, Missouri. I have been Missouri farmer #1: Hand me an axe! notified that you did not pay your Missouri taxes, Missouri farmer #2: Let's chop a few of the Map by Kay Charni

261 honey trees, folks. Watchout for the bees! border. Albert Miller Lea discovers that Brown Missouri farmer #3: Maybe, this will persuade was wrong. He sends a report to Governor Lucas a few Iowans to pay their rightful taxes to in Burlington. The Des Moines rapidsare not in Missouri! the Des Moines River, but theyare in the Mississippi River. Act Five Lucas (loudly reads a proclamation): This border Narrator Five: A few days after the bee treesare dispute is between the State of Missouriand the chopped down, Iowa Sheriff Henry Heffleman U.S. Our legislature has passed the following arrests the sheriff from Missouri, Uriah Gregory, resolution. We will suspend all hostilities in the for attempting to collect taxes north of the area if the governor of Missouri does thesame. Sullivan line. As the news of Gregory'sarrest Narrator Six: A few days later, Jessie Williams spreads, an estimated 1,000 to 2,000 volunteer is reading the newspaper. soldiers gather in Missouri close to the disputed Jessie: Ma, Pa! The militia has disbanded! There border area. won't be any war! Iowa and Missouri soldiers Lucas (announces gruffly): Send out orders for decided to return to their homes on order of the three generals to come to Burlington. Iwant governors. The U.S. government will decide the volunteers to gather in the bordertown of right border. Farmington. Seth Williams (looks over Jessie's shoulder at Narrator Five: In Farmington, some 500 to 1000 the newspaper, and reads): "The Olive branch of Iowa volunteers arive. Drums beat in the peace has been brought to us from the border. War background. Fifes whistle. Bugles blow. is averted from our peaceful Territory..." Suel Foster (shouts): Let's fight for the land that Narrator Six: The Iowa-Missouri boundary is rightfully ours! squabble was also called the Honey War. The Crowd (shouts): To arms boys, to arms! U.S. Supreme Court decided the Sullivan line was the best boundary. By 1851, everyone in Act Six Iowa and Missouri agreed. After the Sullivan line Narrator Six: Back at the Williams' house, Alva was correctly resurveyed, cast iron monuments walks in the front door andsays to her family.. . and stone markers were placed along the Alva: I was in Burlington and sawsome men boundary line. Many of these markerscan still be headed for Farmington. Most carriedguns, but seen along Iowa's southern border. some had pitchforks, hoes, and clubs. One hada sword. Another fella held an oldsausage stuffer! Discussion Let's hope our new governor can stop this mess 1. Why were borders between statesor territories before civil war breaks out! important during the territorial period? Narrator Six: President Van Buren sends another 2. Why didn't some Iowanswant to live in commissioner to the disputedarea to find the real Missouri?

262 You Debate: Statehood

. -7W by Margaret Reasoner which was purchased in 1803. Eventually, Iowa If you've ever joined a club you may have an became a territory on July 4, 1838. idea of what it took for Iowa to become a state. In 1840, Governor Robert Lucas called for a When someone thinks they might want to join a vote to decide whether Iowa should have a club they go through a process. First they go to convention to write a state constitution. The club meetings to see if they will like being in that people voted against it 2.907 to 939. club. They find out more about the club, and then For the next six years people argued for and they decide if they want to join. Also the club has against Iowa statehood until President James Polk to decide if they want that person to be a member. signed a bill on December 28, 1846 making Iowa Becoming a state is like joining a club because the 29th state of the Union. both offer benefits and responsibilities. As a club Read the following reasons for and against member you have to pay club dues, and as a statehood. member of the United States you have to pay taxes. Once you join a club you develop a loyalty to the other members. The same is true for a state. Our country is made up of states that are united to YESIowa should become a state form one nation. 1. Congress passed the Distribution Act of 1841 In the 1840s, some people in Iowa decided they which gave money to states in the Union. This wanted to join the United States of America. Iowa meant Iowa would receive money to improve was originally part of the Louisiana Territory its lands and roads if it became a state. Iowa

263 would also receive 500,000acres of land that it did live in Iowa. They supported slavery. Most could use or sell. Democrats thought if Iowa became a state, 2. Since the time that the question of statehood they would have control of a northern state. was raised, the population had almost doubled Governor Lucas was a Democrat from Ohio. and was at 80,000 in 1844. Some people The Whigs, mostly in the North, were opposed thought Iowa needed to become a state to slavery. Many Whigs were against Iowa because the population kept rapidly becoming a state because they knew Iowa increasing. They wanted to elect their own would have to form a state government. Then governor and have their own state the Democrats would gain political control. government. The Whigs were afraid that Iowa would When territories were becoming states they become a slave state because more Democrats often did it two at a time. It was an unofficial lived in Iowa. pattern from about 1816 to 1850. One territory 3. While Iowa and Florida were trying to become would become a state in the North, when states, so was Texas. Since there was an another southern state would join the Union. uneven number of territories waiting to join This was because the northern states did not the Union, some people thought Iowa should have slavery, and the southern states did. wait until there were two territories from the Florida was getting ready to become a state, South and two territories from the North too. They could join the Union at the same waiting to join. time and keep the number of northern and 4. Many people thought Iowa's natural southern states even. boundaries were too large. Iowa's natural The people of Iowa wanted to be proud of their boundaries are the Missouri River and the Big state and vote in national elections. They could Sioux River in the west and the Mississippi only vote in such elections if they were a state. River in the east. Texas was waiting to become a state and people thought Texas would NOIowa should not become a state eventually be divided into five states. At one Until 1841 the government only gave money time, the people in the North hoped that the to territories to keep up their lands and roads. Iowa-Wisconsin area could be divided into Before that time, some people did not want to five small states. If Iowa became a state with become a state because they would lose their large boundaries, the area could not be divided government funding for land improvements into five states, and the South would soon have and have to pay higher taxes. more states than the North. During the time that Iowa was a territory, two What do you think? Take a position for or political parties existed in the United States against statehood. Write your opinions based on the Whigs and the Democrats. The Democrats the above arguments or get together with a friend were mostly in the South, but many Democrats and hold a mock debate.

2 6 4 RECTANGULAR SURVEY

6 5 4 3 2 1

7 8 9 10 11 12

18 . 17 16 15 14 13

19 20 21 22 23 24

30 29 28 27 26 25

31 32 33 34 35 36

SECTION

40 Acres

160 Acres 80 Acres 40 Acres

160 Acres 160 Acres

265 Iowa: Territories and Statehood

After the Revolutionary War, the new United States had only thirteen states. Between these eastern states and the Mississippi River, the land was controlled by the national government. The government set up the way in which a region could become a state. First it would be a district, with a governor appointed by the president and with the army keeping order. As more settlers arrived, the district became a territory. A territory also had a governor appointed by the president, but in addition it had an elected Louisiana Territory. legislature to make its laws. No territory, however, could have a representative in Congress. When more people moved in, the territory could become a state, elect its own governor and legislature, and send representatives to Con- gress in Washington, D.C. Iowa went through all these steps to reach statehood. In 1803, President Thomas Jefferson arranged for the purchase from France of enough land west of the Mis- sissippi River to double the size of the United States; Iowa was apart of this purchase; Native Americans and a few explorers and fur traders called this land home. In 1834, Iowa became part of the Michigan Terri- tory; this induded what is today Michigan, Wisconsin, Iowa, Minnesota, and parts of North and South Dakota. Michigan Territory When Michigan withdrew to become a state in 1836, the remaining area was called the Wisconsin Territory. On September 16, 1837, feeling that the Mississippi River separated them from the others in the Wisconsin Ter- ritory, settlers met at Burlington, Iowa, to organize themselves into a territorial convention. The United States Con- gress was petitioned to divide the Wisconsin Territory and allow the 25,000 people living west of the Mississippi River to become the Iowa Territory. Congress voted on February 6, 1838, to establish the Iowa Territory, going into effect on July 4th. President Martin Van Buren appointed Robert Lucas, a former gover- nor of Ohio, as the new governor, with a term of three years. Wisconsin Territory Governor Lucas visited several towns along the Mississippi River before choosing Burlington as the capital of the new territory. Elections were held for the two-part legislature. The Council would have 13 members with two-year terms, and the House of Representatives had 26 members serving one-year terms. The legislature first met at the Old Zion Methodist Church. Since settlers were moving west of the Missis- sippi, it was quickly decided to move the territorial capital to Johnson County, and to call the new site Iowa City. In 1839, the governor appointed a committee, induding Chauncy Swan, to determine the exact location. By 1842, a graceful capitol building housed the territorial legislature near the Iowa River in Johnson County. Iowa Territory In 1844, Iowans voted to begin the steps toward statehood. A state constitution, or set of laws and plan of government, was drawn up. One law stated that any white male citizen over the age of twenty-one could vote; 266 women and African Americans were excluded. Boundary lines were drawn, extending Iowa as far north as present-day Minne- apolis, Minnesota. When sent to Congress in Washington, D.C., the Iowa Constitution was readily approved but the boundary lines were not. Some U.S. congressmen did not want Iowa extending as far west as the Missouri River. Eventually, compromise was reached and on December 28, 1846, President James Polk signed the law making Iowa, now home to more than 96,000 people, the twenty-ninth state of the United States. Within four years, Iowa's population doubled, to 192,000 citizens. By 1856, the state boasted 518,000 residents, many of them living far west of the capital city. In 1857, delegates met in Iowa City to write a new constitution. One of the major changes was the decision to move the capital farther west again to make it more accessible to its citizens. Des Moines was chosen as the site.

IOWA'S THREE FACES

o 30301 4330

43° 301

Suggested by Gov. Lucas Suggested by Nicollet 1844 Corrected shape 1845 accepted by Congress 1846

Sullivan line, used ---Brown line, favored as Missouri's N border by Missourians 1820

267 Iowa Territories

Between 1803 and 1846, Iowa was apart of four territories. With four colored pencils, please lightly shade or stripe in these territories. Be sure to use each color in the correct box in the key below.

Louisiana Territory, 1803 (LA,AR,MO,IA,MN,ND,SD,KS,08,TX,NM,CO,WY,MT,NE) r---1 Michigan Territory, 1834 (MI,WI,MN,IA,ND,SD)

Wisconsin Territory, 1836 (WI, IA, MN, ND, SD)

Iowa Territory, 1838 (IA, MN, ND, SD) I. Iowa's Capitals: Skim through the written materials and complete the chart below.

City Type of Capital Dates (territorial, state, or both)

II. Iowa's Faces: Look at the three proposed shapes of Iowa. Answer the questions with the name of the person who suggested that shape. A. Which maps used the Mississippi River as an eastern boundary?

B. Which maps used the Missouri River as Iowa's western boundary?

C. Which map looks as if it gives Iowa the most amount of land?

III. Iowa's Early Population: Skim through the written material to find the populations for 1837, 1846, 1850, 1856. Record them on the lines; then locate each on the graph. Connect the dots with a line. 520 480 1837 440

1846 `4 400 et: 360 1850 0 320 1856 280 `.6 ei 240 Iowa's population today 0 200

E-4 160 120 80 40 0 Lf) C:) Lf) Ln CD Cr) '41 41 Lo \ID CC) (X) 00 CO CO 00 1-4 t-1 1-1

44. You Gotta Know the Territory

Grade Level40) Class Periods0

Goals/Objectives/Student Outcomes: times the whole group. Sharing unified a group. Its communal relationship was maintained through kinship ties, customs, and Students will leadership systems. Relationships were taught and reinforced recognize the Iowa Territory as a distinct period of through traditions and ceremonies. Iowa history. Many activities were divided between men and women. Men be able to identify Iowa's American Indian cultures hunted, did woodworking, and built canoes. Women planted, and their ways of life. sewed, prepared food, and cared for children. be able to show how intercultural relationships Games provided a recreational outlet for men, women and developed between settlers and Indians. children. Some were games of skill; others were games of chance. A few games were similar to those we are familiar learn that settlement required preparation and withring and pin (like ball and cup), lacrosse, and shinny planning by the settler. (similar to field hockey). understand that the federal government planned Each American Indian group had an organized government for settlement by surveying the land and dividing it which usually consisted of responsibilities. When the U.S. into portions to be claimed, although settlers government made treaties, it often only dealt with one leader. sometimes couldn't wait for the official surveys. This led to confusion among the people since agreements were often made with the wrong leader. Many Indians were dissatis- be able to describe ways in which farming was a fied. business to make money, and how it was a family partnership. With two different cultures living in the same area, interaction quickly developed. The first encounters occurred through the fur understand the sources of growth and develop- trade. Each culture had a different perception of wealth. So it ment of urban area. was possible for European-American fur traders to obtain furswhich they considered valuablefrom the Indians in recognize that Iowa territorial government and exchange for small ornaments, tools, and beadswhich the laws developed within the context of U.S. constitu- Indians considered valuable. Many traders found furs to be tional law. quite profitable.

Land was also obtained through treaties and trade. The American Indian groups made treaties that transferred their Materials: land to the United States for a specified amount of goods or 1. Paper and cardboard for construction of models money. This was paid at a meeting between representatives of the U.S. government and the tribes. 2. Quilt patterns The U.S. Army quickly established forts on the frontier to 3. Resource materials for written or oral reports enforce government policies and to maintain law and order. Fort Atkinson was one of these posts. Life for the soldier in the Iowa Territory was mostly quiet and routine. Background The Indian agent was the liaison between the Indians and the Several different American Indian groups lived in the area that government. He was responsible for protecting the rights of the would become the state of Iowa. Each group recognized Indians and enforcing the treaties negotiated. He was usually distinct areas of land as their territory. By the 1830's treaties caught in the middle between the two groups and failed to negotiated by the United States between the groups enforced completely please either. formal boundaries. Iowa was officially open for settlement following the 1832 Work and the products of activities such as hunting, fishing, treaty with the Sauk and foxes. People were curious about life gathering, and gardening were shared among kin and some- 4 in the Iowa Territory and wanted to move here. They received Rapid settlement in Iowa enabled the formation of a territorial encouragement and advice through books (by such writers as government. This government was based on the Ordinance of Albert Lea and Isaac Gal land), newspapers, and letters from 1787 (Northwest Ordinance) and laws that established other people who had already settled in Iowa. territories.

Getting to Iowa required extensive preparation. Supplies had to These laws created a government consisting of an appointed be obtained. Transportation had to be arranged. For many governor, and a legislature made up of House of Representa- people this was a Conestoga wagon. Others walked, traveled by tives and a legislative council. It established the rights and boat and horseback, or took the state. The means of transporta- freedoms of the people living in the territory. May rights, tion determined the kinds of possessions people could bring however, only applied to white males over the age of 21. Those with them to their new home. It was difficult deciding what to whose rights were restricted had to wait years to obtain them. take and what to leave behind. Then it was time to say goodbye Women, for example, had no voting rights. Married women had to family and friends. restrictions on owning property. African Americans could not vote or attend public school. The Federal Land Ordinance of 1785 established how lands acquired by the United States would be organized and sold. It provided for a federal land survey, which marked townships and sections. A township is six square miles. It has 36 sections (one Vocabulary: square mile each),subdivided into quarters (one quarter square Annuity Payment: Yearly payment to Indians for lands mile, or 160 acres). Parcels of land were sold in quarter obtained through a treaty. sections. You can still see these surveyed areas in the rectangular grid patterns made by fields and roads. Capitalist: Person who uses money and resources to produce more money and resources. Land was boughtwith gold and silverat the government land office. But some settlers coming to newly opened lands Conestoga wagon: Heavy cloth-covered wagon with broad were impatient and did not wait for official surveys and land wheels, used for westward travel. sales. An extra-legal system for claiming land was used to Displacement: Moving American Indians from their homes to protect claims and allow transfers of public lands prior to make room for white settlers. official sales. Laws were made to help people secure lands prior to surveys and official land surveys. Emigrant: A person who leaves one region or country to settle in another. Many people came to Iowa to take advantage of the rich farmland. But they found farming an arduous job. They often Frontier: The region just beyond or at the edge of a settled helped each other, pooling their efforts to break the prairie and area. harvest the crop. Immigrant: A person who comes to a region or country to Farming required a large amount of capital to be profitable. In settle. addition to purchasing land, the new farmer had to purchase equipment and livestock. The successful business was a family Land ordinance: A statute or regulation regarding the partnership where women and children also played significant organization and sale of land in an area newly opened for roles. settlement.

Women processed raw materials into finished goods, and Legislator: A person who creates or enacts laws as part of an helped with farm work. They were responsible for all household established government. activitiescooking, spinning, weaving, sewing, health care, Ordain: To order by superior authority. and child care. Women supplemented the farm income by selling products they had made. Preemption Act: Law allowing people to settle on land prior to its survey. Children also had chores: they carried water, gathered firewood, and churned butter. Sometimes when they had finished their Speculator: A person who buys and sells land with the hope chores, there was time left to play. of making a profit.

Not everyone came to Iowa to farm. Towns quickly developed, Sutler: Civilian attached to an army camp or fort who sells beginning along the Mississippi River in the east. Three of these provisions to the soldiers. towns are illustrated in the exhibit. Each town grew for Territory: Area of the United States not yet admitted as a different reasons. Dubuque developed because of its abundant state, but administered by a governor and having a legislature. natural resources, like lead. Keokuk grew where the rapids in the Des Moines River created a break in the transportation Tract: Expanse of land. system. And Davenport grew in response to trade with westward immigrants and from the military influence at Rock Island. Treaty: An agreement between the United States and another government, in this exhibit an American Indian Group, grading Towns spurred the exchange of goods and services. A variety of and to the U.S. in exchange for money and goods. occupations existed, and new trades were always welcome. Towns allowed social interaction where churches, clubs, and laws could grow. !"7 t*.0 You Gotta Know the Territory

continued

Procedure: granted, such as voting, property ownership, and the rights of married women. Women were considered less capable of 1. Condud a class discussion using the following questions. handling legal and political responsibilities. Minorities, particu- Some suggested examples of answers are listed in case larly African Americans, had restricted rights. While the Euro- students get stuck. pean-American settlers of Iowa Territory in general opposed Q. What things were necessary to the people of Iowa Territory? slavery, they did not view African Americans as their equals. What things were unavailable to them? How might they have Have students present either a written or oral report on one of compensated for the lack of such items? Can you think of the following suggested themes for student research. Their comparable items today? results might be presented in both a written and an oral report. A. Examples of necessities then: fire-place, wash tub, wagon. Item often unavailable: a clock. To compensate, people mea- Who was involved in fur trading in the Iowa Territory? What and sured the hour by the sun. Comparable items now: stove, where did they trade? Where did they go trap? How long did washing machine, car. their businesses last? When did the fur trade decline in Iowa?

Q. Why might people want to leave their homes for the Iowa Find out more about the American Indian tribes that lived in Territory? Iowa: Sioux, Sauk, loway, Winnebago, and Mesquakie. Divide A. To obtain land or gain success in a new area. Because farm the class into sections. Each section researches a particular land is good. Because they feel their present environment is too Indian culture using the same list of questions, such as: How crowded. For the exciting adventure. did the tribe get to Iowa? What was their territory and where did they move after the treaty signing? What were their beliefs? Q. Why was the military presence important to the Iowa What folk tales did they tell? How did they dress? How was Territory? How did the military presence encourage settlement? their government structured? What arts and skills are indicative A. Military presence was a show of strength and a statement of of their culture? Who among them became well known? ownership. I The forts could act as a facilitating agency for Present their reports in class. Make a comparison of the trade. The military's presence made the settlers feel protected cultures. Try using a chart. and the region less wild, more "civilized." What was school like in territorial Iowa? What areas had Q. Iowa was open for settlement following a series of treaties schools? Who were the teachers and what was their training? with the Native Americans living there. What were some of the What was taught? What methods were used? Compare this to conditions of these treaties? What did the treaties determine? your school today. After your research you might recreate an How did the Indians feel about the treaties? Did everyone 1840s classroom for a day. understand them? A. The treaties made arrangements for the U.S. to obtain land There was less leisure time and no ready entertainment like from the Indians. While the conditions were a little different in radio, TV, and movies for the early settlers. They enjoyed group each treaty, the end result was that the Indians gave up their activities to relieve their isolation. What did they do for land in exchange for small sums of money and goods. Treaties enjoyment? (Consider church-related activities, story telling, determined boundaries for the Indians, who were often playing games, and quilting bees). unhappy with the treaties. Treaties were often negotiated with Indians not recognized as tribal leaders. Sometimes, payments The pioneer woman was responsible for most of her family's were made to just one member, so that other tribal members (and sometimes neighbor') health care. She had to have a

received nothing. Often the groups did not completely vacate - tremendous store of knowledge regarding the use of herbs, the area, or come back to hunt there. medicines, and home remedies. What treatments were performed for what ailments? Were the medicines readily available Q. What businesses and professions were essential to a new in Iowa or was it necessary to develop new remedies based on town in the Iowa Territory? What does the success of a town materials available here? depend on? Is the same today? A. Bank, stable, pharmacy, general store, doctor, blacksmith, People who came to Iowa from cities were familiar with the miller, metal smith. Success was dependent on the services popular architecture of the time period. What architecture styles available, its location, ease of access, transportation. Towns were popular in the 1830s and 1840s? Where in Iowa were they today have different service needs, and are often dependent on built? Who owned these buildings? What are the typical details employment potential. Towns may still be dependent on of each style? What materials were used? How did the styles location, ease of access, and transportation networks. differ?

Q. Whose rights were not adequately protected. Why not? One business that was very important was newspaper publish- A. Many women's rights that we enjoy today were not then ing. The first newspaper printed in Iowa was The Du Buque 2:7 2 Visitor, debuting May 11, 1836. By 1860 there were at least 8 Draw a map of that town before statehood. Mark the business papers being published. Go to the local library and read and residential districts, plus the social areas (such as schools microfilm copies of these newspapers. (If not available locally, and churches.) You can get information form a local museum or microfilmed newspapers are available for interlibrary loan form county historical society. There may be a book on the history of the State Historical Society of Iowa.) What kind of news is your town or county. And don't forget to check the newspa- published? How often are the papers printed? What kinds of pers. advertisements are included? What do these facts tell us about the needs and interests of the readers? 7. Try making a quilt block, using a traditional pattern. If possible, bring fabric scraps from home. Sew your block by Iowa towns grew quickly on the frontier. Which towns were hand. Does this take a long time? Imagine having to make founded by 1846? Choose one to learn more about it. Who enough of these to keep your family warm! Ask your local quilt founded the town? Why was it started? Who settled there? guild for suggestions on how to complete your quilt. What businesses did they have? How large did the town become? Is it still in existence? Do some of the same busi- 8. Quilt patterns were often named and copied form objects nesses remain? found in the natural or cultural environment of the settler. Find some patterns from your surroundings. On a piece of paper, draw and color them. How does the pattern represent its name? Display these on the bulletin board. Assessment of Outcomes: Students will present their research findings in a written or oral 9. Study territorial laws. Read about some of the early trials. As report. a class stage a mock trial for an offense. Remember to use appropriate laws and procedures.

10. Draw a picture of something you remember form the Extensions and Adaptations: exhibit. Write on the picture why you remember this, or have someone else do it for you if you can't write. These activities may be used to further explore ideas. You may want to adjust the activities to the students' interests and 11. Obtain some boxes that are about 12 square inches. Tell abilities. You can select some activities to do as a class or ask students to imagine this is all the room they have to pack their students to choose project to do. belongings to take in a covered wagon. Ask for volunteers who will take home a box, pack it, and return it to class. Have them 1. Find out about the kinds of games settler children played. explain how they decided what to bring that didn't fit. Play these games also. What skills are emphasized, and how do these skills relate to those necessary for adulthood and 12. Teacher: Copy the attached worksheet "It Takes Money to responsibility? Make Money" and give it to your students. The answers are: #1 and #2: dependent on the choices of the students #3: 80, #4: 2. Have you ever wanted to have a pair of moccasins? Books $200, #5: $92.50, #6: 56, #7: 74, #8: 240, #9:6. are available on how to make them. There are many styles, and each tells us about the different cultures. Look at other clothing and needlework. What techniques are used? What colors appear frequently? Do the colors or patterns have a Resources: meaning? Some American Indians in Iowa still wear traditional These materials will help you find out more about the Territory clothing for special events. Invite some one from your commu- of Iowa. Next to each listing are locations where the material nity who still follows these traditions. can be found. (SHSI stands for the State Historical Society of Iowa; AEA is Area Education Agency) 3. Another fun activity is making models. Try to learn more about how the object was actually constructed. Then draw a Books and Articles: 4th -8th Grade plan for your model. A variety of materials can be used to make it as realistic as possible. You might try making a model "Capitals and Capitols." The Goldfinch, Vol. 5, No. 4, April of Ft. Atkinson, or an Indian lodge, or a covered wagon. 1984. (SHSI, School library) Includes territorial capitals.

4. When did your family come to Iowa? Whether they came in "Forts in Iowa." The Goldfinch, Vol. 8, No. 1, Sept., 1986. 1940 or 1989, getting here took some planning. Talk to your (SHSI, School library) Early Iowa forts, operating as peacekeep- family about how they got to Iowa. Where did they come from ing force, assisted in administering the fur trade. and why did they leave? What did they bring? What did they Frontier Life in Iowa. Explorations in Iowa History. PLS Publica- leave behind? How does this compare to the stories of tions, Cedar Falls, IA. This kit contains primary and secondary territorial settlers? Using a U.S. map, show your family's route materials, worksheets, and questions about the Iowa frontier. to Iowa, and the stops they made along the way. "The Fur Trade." The Goldfinch, Vol. 6, No. 2, Dec. 1986. (51-151, 5. One way people document their lives is through song. Learn School library) Iowa participation in the fur trade. some of the songs popular with the settlers. What do the words say? Do they express excitement, concern, sadness? Do "Government for Iowa." The Goldfinch, Spring 1976. (SHSI, they talk about the future or the past? What else do you learn School library) This is a pilot issue of The Goldfinch and covers about the settlers' lives through their songs? the Constitution and General Assembly.

6. Choose a town that was settled when Iowa was a territory. "Indians of Iowa." The Goldfinch, Vol. 3, No. 4, April 1982. You Gotta Know the Territory

continued

(SHSI, School library) Covers settlement, ways of life, clash of Price, Eliphalet, "The Trial and Execution of Patrick O'Conner at cultures. the Dubuque Mines in the Summer of 1834." Palimpsest 40 (1959): 245-50. (SHSI, Public Library) The first murder trial in Iowa Pioneer Life. Explorations in Iowa History. PLS Publica- the future Iowa Territory. tions, Cedar Falls, IA. Riley, Glenda. Frontierswomen: The Iowa Experience. Iowa (AEA 7,9) Primary and secondary source materials, with State University Press, 1981. (AEA 1, 10, 14; Public Library) worksheets and questions about pioneers. Settlement from the perspective of women, using diaries, "The Iowa Territory's 150th Birthday." The Goldfinch, Vol. 9, letters, and reminiscences. No. 1, Sept. 1987. (SHSI, School library, AEA 9) Social history, Sage, Leland. History of Iowa. Iowa State University Press, life on the prairie. 1974. (AEA 7, 10, 14; Public Library) General history from pre- Kelly, Madge. Pioneer Farming. Green Valley Education Agency territory to 20th century. 14, 1984. 36 p. (AEA 9) Basic pioneer farm information, Svendsen, Marlys A. Davenport Where the Mississippi Runs including equipment. West, City of Davenport, 1982, 176 p. (AEA 9) Strong emphasis "Life on the Prairies." The Goldfinch., Vol. 7, No. 2, Nov. 1985. on settlement patterns. (SHSI, School library) Wall, Joseph F. "We Occupy the Land and Organize it." Iowa: A Prairie settlement, early to late 19th century, views of the Bicentennial History. New York, W.W. Norton, 1978. (Public prairie. Library) Chapter about settlement, surveying, government.

Reida, Bernice. Hawkeye Lore. Edited by Bernice Reida and Ann Williams, Bradley B. "A Soldier's Life at Ft. Atkinson," Palimp- Irwin. Pella Publishing Company, 1963. (AEA 1, 2, 9, 10; Public sest 63 (1982): 162-73. (SHSI, Public Library) Daily activities, Library) Collections of stories about Iowans from early Indians soldier characteristics. to the 1960s. Books and Articles-Adult "Rivers in Iowa." The Goldfinch, Vol. 6, No. 4, April 1985. Belknap, Kitturah Penton. "Family Life on the Frontier: The (SHSI, School library) Some information on early navigation. Diary of Kitturah Penton Belknap." Edited by Glenda Riley. "The Shape of the State." The Goldfinch, Vol. 4, No. 3, Annals of Iowa 44 (1977): 31-51. (SHSI, Public Library) Some of February 1983. (SHSI, School library) Iowa Territory, surveying, this diary is quoted in the exhibit. setting state boundaries. Blaine, Martha Royce. loway Indians. University of Oklahoma Books and Articles: 9th-12th grade Press 1979. (Public Library) loway tribe from pre-contact to present. Anderson, Jay. Living History Farms: A Pictorial History of Food in Iowa. By Jay Anderson and Candace Tangorra Matelic, Living Colton, Kenneth E. "The Stagecoach Comes to Iowa." Annals History Farms Foundation, 1980. (Living History Farms) Food of Iowa 35 (1960): 161-86 (SHSI, Public Library) The'stage- and its preparation at Living History Farms. coach was an important mode of transportation.

Black Hawk. Black Hawk: An Autobiography. Edited by Donald Dykstra, Robert R. "White Men, Black Laws: Territorial Iowans Jackson, University of Illinois Press, 1964. (Public Library) and Civil Rights 1838-1843," Annals of Iowa 46 (1982): 403- Reprint of the 1933 volume interpreted by Antoine LeClaire. 40. (SHSI, Public Library)

Ludvigson, Greg A. and James A. Dockal. "Lead and Zinc Larson, Beverly. Brave Ones. Pioneer Press, 1971. (AEA 10, Mining in the Dubuque Area." Iowa Geology 9 (1984): 4-9. Public Library) Women on the frontier. (Iowa Geological Survey) Some history of the Dubuque lead Lea, Albert Miller. Notes on the Wisconsin Territory, H.S. mining region. Tanner, 1836; State Historical Society Reprint 1935. (SHSI, Palimpsest. Volume 69, No. 2, Summer 1988. (SHSI) This issue Public Library) The book which first discussed the Iowa serves as an exhibit catalogue to "You Gotta Know the Territory. Territory." Letterman, Edward J. Pioneer Farming in Iowa. Wallace- Parker, George. Iowa, The Pioneer Homestead, 1972. (AEA 7, 10)

Foundations. State Historical Society of Iowa, 1940, 2 vols. Madsen, John. Up on the River, Schocken Books, 1985. (Public (AEA 7) General, covering a variety of topics. Library) History of the Mississippi River. 27,4 Nichols, Roger L. "The Founding of Ft. Atkinson," Annals of History Farms. Iowa 37 (1965): 589-97. (SHSI, Public Library) Story behind founding the fort. Prairie Pioneers. (Video Recording), Iowa Public Broadcasting Network, 1979. (AEA 2, 5, 7, 9, 10, 11, 12, 14) Ross, Earle Dudley. Iowa Agriculture: An Historical Survey, SHSI, 1951. Youth at Work in 1840. (Video Recording), Heartland AEA Media Center, 1981. (AEA 1, 11, 14) "The Rush for Iowa Land," Annals of Iowa 31 (1952): 385-87. (SHSI, Public Library) The first settlements in Iowa in 1833. Fiction related to the Iowa Territorial Period

"The Sacs and Foxes of the Mississippi Valley," in Patterns and Evans, Freeman. Covered Wagons. New York: Ballantine Books, Perspectives in Iowa History, Dorothy Schwieder, ed. Ames: 1984. (Grade 11 - Public Library) Iowa State University Press, 1973. (AEA 14, Public Library) Hotle, Charles C. Forks of the River. Apollo Books 1983. (Grade Schlebecker, John T. Whereby We Thrive: A History of American 9 - Public Library) Farming, 1607-1972. Iowa State University Press, 1975. (Public Stong, Phillip Duffield. Buckskin Breeches. Farrar and Rinehart, Library) Chapters about farming on the Iowa prairie. 1937, Grosset, 1938. (Grade 10Public Library) Schofeld, Lewis. "An Emigrant's Letter in 1840," Annals of Iowa 34 (1958): 460-64. (SHSI, Public Library) Advice to a prospective emigrant from Virginia.

Torrence, Gaylord and Hobbs, Robert. Art of the Red Earth People: The Mesquakie of Iowa. The University of Iowa Museum of Art, 1989. (Public Library)

Worlds Between Two Rivers: Perspectives on American Indians in Iowa. Edited by Gretchen M. Bataille, David M. Gradwohl, and Charles L.P. Silet. ISU Press, 1978. (Public Library) Film, Filmstrip, Video

Famous Folks from Iowa's Past: (Filmstrip), Heartland AEA Media Center, 1981.15 min. (AEA 1, 9, 11, 12) Includes prominent people from Iowa Territory.

Fargo, O.J. Iowa -Path to Statehood (1838-1846). (Filmstrip, audiocassette), Green Valley AEA, 1979. 12 min. (AEA 1, 2, 10, 14)

Fargo, O.J. Iowa Settler (1832-38) (Filmstrip, audiocassette), Green Valley AEA, 1979. 12 min. (AEA 10, 14)

Fargo, O.J. Iowa-Time of Conflict (1805-1832). (Filmstrip, audiocassette), Green Valley AEA, 1979, 12 min. (AEA 10, 14) Pre-territorial history, Lewis and Clark to Black.

Fort Atkinson, 16mm film, color, 1976.20 min. (AEA 1, 7, 9, 11, 12)

Fort Madison Archaeology, film, color, 1974. 15 min. (AEA 9, 14) University of Iowa.

How Did They Make Those Clothes? (Video Recording), Heartland AEA Media Center, 1980. (AEA 1, 7, 11, 12, 14) Clothing production in the 1840s, Living History Farms.

Mesquakie: The Red Earth People. (Sound filmstrip), Heartland AEA 11, 1989.

Monday was Wash Day. (Video Recording), Heartland AEA Media Center, 1981. (AEA 1, 7, 11, 12, 14) 1840s care of clothing, Living History Farms.

Path to Statehood. (Video Recording), Iowa Public Broadcast- ing Network, 1979. (AEA 1, 7, 9, 10, 11, 12, 14)

Pioneer Chores. (Video Recording), Heartland AEA Media Center, 1989. (AEA 7, 11, 12, 14) 1840s style work at Living 275 Montauk Historic Site

Grade Level 4111)

Class Periods

Goals/Objectives/Student Outcomes: believing in tax-supported education for all students and Through an on-site visit or a slide presentation, advocating the use of artifacts in the classroom. At the time of his death in 1912, he was in the process of building the students will experience the atmosphere of Mon- Larrabee School, which housed a museum until 1970. tauk as a Victorian residence and understand William Larrabee's role in Iowa history. THE LARRABEE FAMILY Anna Matilda Appelman married William Larrabee in Iowa in The student will: 1861, the same year Abraham Lincoln became president. They Identify William Larrabee as an Iowa governor and raised seven children: Charles, Julia, Anna, William Jr., Augusta, progressive reformer. Frederic, and Helen, who was the only child born at Montauk. The Larrabees moved into Montauk in 1874. Look at the following aspects of Montauk: buildings and architecture, material culture, and the Mrs. Larrabee became very active in the community of Clermont, serving as the superintendent of the Union Sunday natural areas surrounding the site. School for 30 years, and completing the Larrabee School Understand that while Montauk is a large elegant following her husband's death. The Larrabee children also were home, it was still rather modest considering Gover- involved in a variety of activities suited to their upper-class nor Larrabee's social and economic status. social and economic status. The girls engaged in the arts, one of the few pastimes considered suitable for females at that Identify other Clermont sites: The Union Sunday time. Anna became an accomplished musician, Augusta an School, the Clermont Museum, and the Larrabee's artist. The boys became involved in the family businesses and social and economic status. two served in the legislature. Reflecting their father's concern for education, all of the Larrabee children stayed in Iowa. Two Develop an understanding of what daily life was of them, Anna and William Jr., remained in Clermont. Anna like on an Iowa farm in the late 1800s. lived at Montauk until her death in 1965.

Helen's three children were raised at the mansion following her death; thus Montauk was home to three generations of the Materials: Larrabee family. 1. Slides of Montauk MONTAUK Built in 1874 on a hill overlooking the Turkey River Valley, Montauk was named by Mrs. Larrabee for the lighthouse at the Background: eastern end of Long Island that guided her sea-captain father WILLIAM LARRABEE home from his whaling voyages. A widow's walk, like those Born in Connecticut in 1832, William Larrabee moved to Iowa used by the wives of sea captains to watch for ships, crowns at the age of 21. He had little formal education, only complet- the roof and gives a dramatic view of the Turkey Valley. ing the eighth grade. He was, however, a lifelong self-learner. Surrounded by over 100,000 pine trees that Larrabee planted, He worked as a teacher before becoming involved in land the 14-room mansion is built of brick molded of native clay speculation. and fired in the kiln at Clermont. Flower gardens and statues Larrabee eventually held business interests in banking, of Civil War heroes dotted the 46-acre grounds, where railroad, and coal industries. His public service began in 1867. peacocks once strutted and turkeys roosted in the trees at He served 17 years in the Iowa legislature, then two terms as night. Montauk also was a working farm with barns, farm governor, from 1886 to 1890. animals, an orchard, and grain fields.

Larrabee's progressive ideas put him at odds with his fellow Montauk reflects the wealth and lofty status of its occupants. Republican Party members. Among the causes he championed Larrabee traveled widely and decorated his home with curios were women's suffrage, railroad regulations, and civil rights for and souvenirs. Visitors today can see Tiffany lamps, Wedgwood African Americans. He held strong views on education, china, statues from Italy, music boxes from Switzerland, a large collection of paintings, and thousands of books. Each room has trends. All of this helps us determine its relative value within a marble sink, and most of the rooms are filled with paintings, the "material culture." marble busts, and statues. 3. A historic site such as Montauk is one type of museum that Still, Montauk is modest compared to the homes of other focuses on a specific place, person, or event. What places in similarly prominent leaders of Iowa and the nation. This your town or county would you make into historic sites? Make simplicity is a product of the Larrabees' conservative New a list of these places and the persons, places, or events they England background. represent.

Because the house was lived in continuously for nearly one 4. Discuss what you expect to see in a house owned by a hundred years, the furnishings and appliances reflect changes former Iowa governor. in technology and style over time. Newer furnishings mix with older ones. In the kitchen, for example, a 1900 wood stove 5. Include these activities when you visit Montauk, or view a stands near a 1950s dishwasher. The Larrabee family was slide presentation: progressive in their use of technology. The house was built with Montauk has a parklike setting, common to Victorian houses. central heat, a recent innovation at that time. Other new Look at the outdoor statuary of Civil War heroes. conveniences were added as soon as they were availablethe Identify the outbuildings. There you will find the well house, telephone in 1900, and electricity in 1910. the laundry room, the ice house, the shop, and the farm buildings. Take a drive through Clermont or look at slides. Visit the 1858 Union Sunday School, which houses the Kimball pipe Vocabulary: organ that William Larrabee donated in 1896. See the Larrabee Land speculation: to buy or sell land in expectation of School, constructed entirely of stone, brick, and marble. profiting from market fluctuations. Larrabee built it in 1912 to further his probressive views of education. Library: room in a house comparable to today's home office Stop in front of the Clermont Museum, which now contains or study. the collection that Larrabee acquired for use in the Larrabee Montauk: the name of the house comes from the Montauk School. He believed that children should have the opportunity Point Lighthouse in New York, reflecting the Larrabees' New to learn "hands-on" from artifacts as well as textbooks. England roots.

Progressive: a person who actively favors or strives for Assessment of Outcomes: progress toward better conditions in society or government. Discuss the following questions with your students after Prohibition: to limit or forbid the manufacture and consump- "touring" Montauk. After each question we give some tion of alcoholic beverages. This was a popular cause in the suggested answers. Have your students expand on their late 19th and early 20th centuries. considerations.

Sitting room: comparable to today's living room. William Larrabee supported woman suffrage (giving women the right to vote). Imagine you are living in 1880s. Women Suffrage: the right to vote. When Larrabee was first in public cannot vote in any elections. Debate the issue of giving women office many groups, including women, African Americans, and voting rights. How might it change elections? How might it American Indians were denied the right to vote. change women? Victorian: a highly ornamented, massive style of architecture, Montauk was occupied for almost one hundred yearsfrom decor, and furnishings popular during the reign of England's the 1870s to the 1960s. Consequently, the home reflects Queen Victoria (1830-1900); relating to or displaying the various eras of technology. What changes in technology did standards or ideals of morality regarding as characteristic of you see on your visit? Consider electric lights, dishwasher, this time. telephone.

Houses change regularly to fit the needs and tastes of their Procedure: owners. If you were living in Montauk, what changes would you make to suit you and your family? Consider, for example, 1. First talk about Montauk as a museum with collections. making the music room into a TV room. Explain that a collection is a group of items assembled in a logical order and gathered because they have some kind of William Larrabee was considered progressive in his ideas. significance. Museums have collections that are studied and Some of the political issues he dealt with were public educa- exhibited to the public. The collections are used to interpret the tion, prohibition (outlawing alcoholic beverages), women's past, present, and sometimes the future. suffrage, railroad rates, civil rights, and union rights. What issues do today's governor and legislature deal with? How are 2. Explain that museums use both two-dimensional and they similar or different from the issues Larrabee faced? three-dimensional materials (called artifacts) to interpret Consider gambling, which is similar to prohibition issue. history. An artifact can tell us much about the people, the time, and the region from which it came. It reveals what materials is it made from, when and where it was made, and how it was used. Sometimes its color and style tell us about popular Montauk Historic Site

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Extensions and Adaptations: lived there? See if you can find sheet music or recordings of popular music from back then and play them in class. Do you Here are suggested themes for student research. Their results like the music? Do you prefer this music, or today's? might be presented in both written and oral reports: Keeping a scrapbook was a popular pastime for children and William Larrabee kept up a lifelong correspondence with adults during the Larrabee's time. Scrapbooks can contain just several noted people of his time. These included William about anything you want to remember. Some people make Jennings Bryan, William Howard Taft, Theodore Roosevelt, and scrapbooks about their families, their hobbies, or newspaper James Harlan. Choose one of these people to learn more articles of interest. Make your own scrapbook. What will you about. What was his childhood like? How did he become a put in it? Share it with your classmates. public figure? Were his ideas similar to Larrabee's? The Larrabees' raised their own children in the 1860s to 1900s, Pair up with a friend and pretend to be Larrabee and one of his then raised some grandchildren at Montauk after 1900. How correspondents. Exchange letters about your views. do you think ideas about child-rearing changed from one The 1904 Louisiana Purchase Expo in St. Louis was a very generation to the next? See if you can find out about these popular event. Larrabee was the president of the Iowa changes at your public library. Write and perform a short play Commission to the Expo. And out more about the Expo (also comparing how children were raised then with how they are known as the 1904 World's Fair). When did it take place? What raised today. kinds of competitions and exhibits were held? How did Iowa participate? Start by gathering information at the public library, which may provide leads to further information. Resources:

Much of what we know about the Larrabee family comes from These materials, available at Montauk or the Iowa History family history. Your family has a history, too. Talk to your Resource Center at the State Historical Society of Iowa Building parents and other family members. And out when your family in Des Moines, will help you find out more about Montauk, the moved to Iowa. Who came first? Where did they live? What Larrabee family, and Clermont: occupations did they hold? What kinds of family stories do you Books and articles, 4th-8th Grade tell? Be sure to write all this down, even if you and your mom and dad were the first family members to come to Iowa. "Doing Local History." The Goldfinch 14 (Winter 1992). Someday someone else in your family will want to know this "Government in Iowa." The Goldfinch (Spring 1976). bit of history. "Homes in History." The Goldfinch 15 (Fall 1993). At Montauk you saw some of the clothes the Larrabee daughters wore when they were young adults. Fashion has Books and Articles, 9th grade-Adult changed a lot since then. And out more about the changes in clothing and accessories between the 1870s and today. What Rebecca Christian. "Montauk: Baronial Splendor at Clermont." styles were popular seventy-five, fifty, and twenty-five years Iowan 32 (Winter 1983): 11-16, 52-53. ago? How do these styles compare with today's? Which ones JoEllen Knight. "Historic Tour of Clermont." Iowan 18 (Fall would you like to wear? 1969): 32-35, 49. The Clermont Museum contains the artifacts that were in the James L. Shaffer. "Historic Montauk." Iowan 16 (Winter museum at the Larrabee School. You can make your own 1967-68): 10-19, 53. museum, either at home or in the classroom. Decide on a topic for your museum. This is your museum's "mission." Identify "Teaching with Historic Places: Where did History Happen?" artifacts that will illustrate this topic. Do some research on the Cultural Resources Management 16, no. 2, 1993. artifacts and make labels for them. You can exhibit your museum in the classroom. J. Brooke Workman. "Governor William Larrabee and Railroad Reform." Iowa Journal of History 57 (1959): 231-66. Draw something you remember form your visit to Montauk. What made you remember it? Write a page about your picture and paste it on the back.

Imagine you are in music room at Montauk. What music would have been popular when the Larrabee children were young? What music was popular when the Larrabee grandchildren 27 8 Plum Grove

Grade Level 411)

Class Periods

Goals/Objectives/Student Outcomes: Lucas lived in the house until his death in 1853; Friendly remained at Plum Grove until the late 1850s. By experiencing the atmosphere of Plum Grove through slides or an on-site visit, students will Robert Lucas was born in 1781 in Shepherdstown, Pennsylva- examine three main themes: Robert Lucas and the nia, to descendants of Quakers who settled in Pennsylvania in Territory of Iowa; every-day life during the 1840s; 1679. His early schooling included mathematics and surveying, and how to use a historic home as a tool to learn subjects that would later serve him well when he moved about history. westward in 1800 into the Northwest Territory. Students will: Despite his pacifist Quaker background, Lucas began a military career in 1803 when the Governor of Ohio commissioned him Identify Robert Lucas as the Territory of Iowa's to enlist volunteers for the Ohio militia. He rose in rank until he first governor. became a major-general in the militia and a colonel in the U.S. Army. When the War of 1812 began, Lucas helped organize a Learn how Plum Grove's architecture and furnish- battalion of volunteers from his militia. He served as an officer ings represent the period when the Lucases lived in General Hull's disastrous campaign around Detroit. Lucas's there. daily journal during that fiasco reveals courage and resource- Recognize the role of archaeology as a research fulness. tool. Concurrent with his rise in the military, Lucas successfully Describe a home of 150 years ago and compare it engaged in a political career beginning in 1805, when he was to a home of today. appointed justice of the peace for Union Township in Scioto County. In 1808, he was elected to the lower house of the Ohio Explain what can be learned from examining a legislature. Lucas served all but two years from 1814 and 1830 historic home. as a state senator. In 1830 he was nominated for Ohio governor by the Demo- crats, but was defeated. He ran again in 1832 and won. He Materials: was reelected in 1834. His most notable service to Ohio during his four years as governor was his victory in the Ohio 1. Iowa maps (historic and current) Michigan boundary dispute. 2. Photos of historic homes In 1838, President Martin Van Buren appointed Lucas as governor of the Iowa Territory. Lucas's agenda included organizing an efficient militia and a strict economy, and Background: passing legislation on education, the criminal code, and the Plum Grove is located in the center of a seven-acre haven of suppression of gambling and intemperance. He oversaw Iowa's trees and wildlife in the heart of Iowa City. Because of its victory over Missouri in the so-called Boundary War. He also relative separation from the rest of the neighborhood, Plum laid the cornerstone for the new state capitol (now Old Grove gives the visitor a sense of being transported to the Capitol) in Iowa City in 1840. With the election of a Whig Party Iowa City of 150 years ago. president, Lucas was removed from office as governor in 1841.

Plum Grove was the retirement home of Robert Lucas, who Soon afterwards, Lucas and his wife, Friendly, decided to spend served as the first governor of the Territory of Iowa from 1838 the remainder of their lives in Iowa City. In 1844 they pur- to 1841, and his wife Friendly Lucas. Built in 1844, Plum Grove chased 80 acres just south of town and built a house reminis- features period furnishings and artifacts, some of which cent of their home in Ohio. Nestled among a grove of plum belonged to Lucas and his family. Thus, in addition to getting a trees, the house was dubbed Plum Grove. taste of early Iowa City, visitors to Plum Grove also experience the personal side of one of Iowa's important public figures. 2'79 Vocabulary: governor. Using the mid-19th century map to emphasize the lack of roads, railroads, and communications, discuss the kinds Archaeology: The recovery and study of material evidence, of problems Lucas would have faced as territorial governor. such as graves, buildings, tools, and pottery, remaining from past human life and culture. 7. Using photographs of Plum Grove, other historic homes, and Historic site: A place that provides insights into local history examples of today's homes (interior and exterior, introduce the idea that Plum Grove is a homenot just a buildingthat by its association with significant people or events. reflects a specific time in history. Legislator: A person who creates or enacts laws as part of an established government. Discuss what a home is. Show students a photo of a home today (a bedroom, if possible). Discuss what they can deter- Museum: A building, place, or institution devoted to the mine about the people who live there based on the "evidence" acquisition, conservation, study, exhibition, and educational they find in the photograph. interpretation of objects having scientific, historic, or artistic Look at images of historic homes. Why is it important to value. preserve them? Ask students to name some famous homes Territory: Area of the United States not yet admitted as a they've heard of. Relate the discussion to the visit to Plum state, but administered by a governor and having a legislature. Grove. Instruct students to look for evidence of the Lucas' life during their tour of the home. Point out particularly revealing artifacts, such as tools, furniture, and kitchen utensils.

Procedure: 8. The following is a Plum Grove "Scavenger Hunt," which, at Before your tour by visit or slides, set aside some classroom the discretion of the teacher, can be incorporated into a tour or time to try one or more of the following activities. slide show and offered to students as an independent activity:

1. Talk about Plum Grove Historic Site as a museum. Discuss EntrywayThis house used to be a part of a farm. Why do you museums and collections. Explain that a collection is a group think it was called Plum Grove? of items assembled in a logical order and gathered because ParlorLook at the front room. This is the parlor. Is it a formal they have some kind of significance. Museums have collections or casual room? What kinds of activities do you think the Lucas that they study and exhibit to the public. The collections are family did here? Find the red chair. Do you see an animal's used to interpret the past, present, and sometimes the future. neck and head in it? What is this animal? Do you see a musical 2. Explain that museums contain both two-dimensional and instrument? It is a melodeon. Do you play an instrument? Did three-dimensional materials (called artifacts) to interpret this house have electricity? The two glass items on top of the history or natural history. An artifact can tell us much about the melodeon are called camphene lamps. Name two other light people, the time, and the region from which it came. It can sources in this room. reveal what materials it is made from, and when and where it Dining RoomFind the fireplace. There are many fireplaces in was used. Sometimes its color and style tell us about popular the house. Count them as you go through the house. How trends. All of this helps us determine its relative value within many are there? In the middle of winter what would you use a the "material culture." fireplace for? 3. A historic sitesuch as Plum Groveis one type of LibraryFind the painting of Robert Lucas. What does the museum that represents a particular individual, place, or event. painting tell you about his personality? Find the basket on the Make a list of places in your town or country that you would floor. What is in the basket? (knitting material) make into historic sites, and give reasons why each should be a historic site. KitchenFind the room where Friendly Lucas would have cooked. How is it different from your own kitchen? The Lucas' 4. Use maps to compare the size and boundaries of the United had many chores to do. Many were done in the kitchen. Find States and Iowa in the 1800s and today. Discuss the definition the tools used for chores: butter churn, dry sink, candle molds, of a territory and the fact that Iowa was on the nation's coffee grinder, and irons. frontier in 1840. Have students locate Iowa City and Plum Grove on the Iowa and Iowa City maps. For these activities you UpstairsFind the middle bed. Look under the bed. The fancy will need: circa 1840-1860 maps of Iowa City and the United pot is called a chamber pot. What do you think it was used for? States and current Iowa City, Iowa, and United States maps. What is the mattress made of? (straw) Do you sew? A 12-year The goal is to help students locate Plum Grove, introduce the old girl sewed the sampler above the fireplace. Why was it concept of a territory, and place Plum Grove and the Iowa important to know how to sew in those days? Find the old Territory on the 1840s frontier. clothes. How are they different from your clothes? Would you have liked living in this house? Why or why not? 5. For these activities you'll need photographs of Robert and Friendly Lucas. After the students have examined the photos, Visit the archaeology exhibits on the Plum Grove grounds. discuss the clothing worn by the Lucases and the stern nature Archaeological excavations were undertaken at Plum Grove in of photographs from that time period. the late 1970s. The sites of these excavations have interpretive markers. 6. Introduce the topic of territorial governor. Ask the students who the governor of Iowa is today, and how he achieved his Plum Grove's exterior has been altered many times. Walk position. Explain that Lucas was not elected but appointed around the outside of the house and look for evidence of elements that have been removed or changed. 1Th nr, 4 t I Plum Grove

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Assessment of Outcomes: as Friendly, Charity, and Felicity were common. Research other names common during Friendly's life. What do the names Ask some of the following questions of your students after mean? Why were they used? How do they compare with your visit (whether tour or slides) to Plum Grove. After each names used today, such as Jennifer, Scott, and Jamal? question we give some suggested answers. Have your students expand on these answers. If your parents or grandparents own their home, look at the abstract of the property. The abstract tells who owned the Compare Plum Grove with your own house (consider the property in the past and what land divisions it was part of. number of rooms and what the rooms are used for). Draw a What can you find out about the place where you and your picture of your room. Draw a picture of the room that would family live? (To the teacher: Please consider bringing your have been yours at Plum Grove. What do the drawings tell you abstract if you own a house, or ask to borrow one from about each time period? another teacher.) If you had lived at Plum Grove in the 1840s what chores would Friendly Lucas had a reputation for being a very good cook. you have done? (Name the chore-related artifacts you saw at One of her recipes, for plum butter, is reprinted on the last the house.) Describe how living at Plum Grove then would be page (from the Spring 1992 issued of The Palimpsest). Try this different from your typical day now. recipe as it is written. Does it work? Imagine you are Plum Grove's historic site manager. What What music would have been popular between 1838 and would you be concerned about? What would your daily routine 1873, when Robert and Friendly Lucas lived in Iowa? See if you be like? (Consider the possible effects of large numbers of can find sheet music or recordings of any popular songs from people on the house. How would you handle tours and the period. Play them in class. Do you like the music? Which do maintain the grounds?) you prefer, today's music, or that of the mid-19th century? If you lived at Plum Grove now what would you want Why? changed? What things would you keep the same? Consider, for Imagine you are Robert Lucas. Write a letter back to friends in instance, electrical outlets. the East describing your new life in Iowa. If you were a settler in the Iowa Territory would you support Take a walking tour of the neighborhood around Plum Grove. Robert Lucas as governor? Compare the styles of architecture of nearby houses with the Plum Grove started out as a farm, but is now in the middle of architecture of Plum Grove. the city. How do you think it was able to survive in the face of Create an archaeological dig in your classroom. Take a box rapid urban growth? Consider for example, the fact that only about 18 inches deep and fill it with dirt. While you do that, parts of the farm were sold as lots. place in the box artifacts to represent a group of people such as, broken pottery, animal bones, toys, and toothbrushes. Students can excavate and assemble the artifacts. What do the Extensions and Adaptations: artifacts tell about the people the dig represents? Here are several suggested themes for student research. Their results might be presented in both written and oral reports. Resotirces: Interview your parents, grandparents, or older friends about their childhoods. Ask what chores they had to do as children. 4th-8th Grade What was their room like? Find three or four major differences °Capitals and Capitols." The Goldfinch 5 (April 1984). between your life and the person you interview. "Homes in History." The Goldfinch 15 (Fall 1993). There were many new settlements in the Iowa Territory. Pick one to learn more about. It can be a town that has survived or "The Iowa Territory's 150th Birthday." The Goldfinch 9 one that has vanished. Where is it located? When was it settled (September 1987). and by whom? What jobs did the people have? What cultural and educational organizations developed? What were the common customs and games? Why did the town grow or not grow?

Robert Lucas's wife's first name was Friendly. Today that sounds like an unusual first name, but back then names such 1 2 8 "The Shape of the State." The Goldfinch 4 (February 1983).

"The Path to Statehood." Video, Iowa Heritage Series, Iowa Frien4ey's PeKsti ittter Public Television. Margaret Lucas Henderson, a great-granddaughter of Friendly and Robert Lucas, recorded this recipe: Robert S. Starbird and Daniel Rainey. American History: It's Beneath Your Feet. Media, Inc., 1990. "Plum Butter or Jam: Sneak up on plums and get as many as you can. Wash well ( a few worms will give it a meaty flavor 9th Grade-Adult so do not be squeamish). Cover with boiling water & cook till tender. Take potato masher & mash skins & all. If you Anne Beiser Allen. "Friendly Frontier: Images from the Live of are short of plums & want to use the bulk available put skins Friendly Lucas, Iowa's First Lady." The Palimpsest 73 (1992): & all in to a colanderuse potato masher & mash. Take pits 18-31. out by your fingers.

Thomas H. Charleton. A Guide to the Exhibits, Plum Grove "Put through as much of the skins as you can. For each cup Farm 1844-1943: 100 Years of Life in a Changing Society. Iowa of pulp you have to use 2/3 cup of sugar. I cook mine in City: University of Iowa; 1984. (Available at Plum Grove.) ovenslowlytesting for consistency. A small portion in a saucerput in refrigerator will tell you when the jam or "Historic Plum Grove." Iowan 8 (August-September 1960): butter is just right. 32-37, 53-54. "Put in jars & seal. Call an armored truck & take to your safe The Palimpsest 69 (Summer 1988). deposit box before anyone becomes aware that you have such a treasure in your possession." Theodore Sutton Parvin. "As Robert Lucas Became Iowa's Territorial Governor." Annals of Iowa 34 (1957): 112-20.

William J. Petersen. "Iowa in the Days of Lucas." The Palimp- sest 44 (1963): 221-84.

Leland L. Sage. A History of Iowa. Ames: Iowa State University Press, 1974.

"Teaching with Historic Places." Cultural Resources Manage- ment 16, No.2, 1993.

Linda K. Thompson. "Mrs. Harold Avery Donates Lucas Treasure to Department of History and Archives." Annals of Iowa 41 (1971): 681-84.

Valentine Van Tassel. "When Friendly Lucas went to Iowa." Antiques Journal 11 (June 1956): 14-15,30.

tib -2 Grade Level41)

Class Periods

Goals/Objectives/Student Outcomes: During the past 400 years the methods of training and Students will: educating people have changed, from the New England Primer and the Dame School of Colonial times, to the later Horn Books Learn about past school practices and teaching and McGuffey's Readers, and finally to today's computer methods. laboratories. Understand about the process of learning. Usually the intent has been the sameto teach children and adults to read, write, and do computations. But education also Learn about the administration and financing of encompasses various kinds of learning, including understand- schools on all levels. ing and perpetuating our culture, training for the professions, and higher education. Though the word "education" may Understand changes in public attitudes toward mean different things to different people, most people are schools during the past hundred and fifty years. willing to pay taxes to support schools, make donations to Learn about the changes in buildings and learning private and special schools, and become involved in the materials in different places at different times. process in whatever way suits the move towards the goals of education that they see as desirable.

Materials: Procedures: 1. Yearbooks from schools, old and new This thematic lesson plan is intended to introduce this particu- 2. Annual reports from school districts, old and new lar topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the 3. College and technical school catalogs, old and new study Iowa history. In many cases the same activities can be 4. Time to interview teachers and administrators used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with 5. Newspapers, old and new other topical areas in this curriculum.

6. Time to listen to radio and watch TV reports of school These thematic lesson plans underscore basic skills such as matters reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 7. History text books and other reference books in using higher skills as in reading, writing, communicating 8. Magazine articles, old and new orally, collecting reference sources and using a library; distinguishing between primary and secondary sources; using 9. Biographies that mention school days charts and timelines; and developing vocabulary. The teacher can introduce higher level skills through these activities such as collecting information from a variety of sources through Background: observation and questioning; compiling, organizing, and evaluating information; comparing and contrasting; drawing Literacy is one of the most important characteristics of a free conclusions or inferences from evidence; considering alterna- society. Because Americans believe that a literate and informed tive conclusions; making generalizations; recognizing points of citizenry will make wiser election decisions, we are willing to view; understanding how things happen and how things spend enormous sums of money to ensure that people learn to change; recognizing how values and traditions influence read and write. Yet universal literacy has not always been held history and the present; grasping the complexities of cause and in such esteem. When the majority of the people in the country effect developing a chronological sense; and understanding were farmers, many thought that learning how to do work events in context. properly was most important. Some felt it was essential that children learn to read so that they could read the Bible. 8 3 Activities: Assessments of Outcomes: 1. List all the grade levels and subjects taught in your school. 1. Prepare an ideal curriculum for a school of fifty years ago.

2. Interview teachers and administrators about the training 2. List the extra curricular activities offered in your school they received and needed to be employed in their present jobs. today and those offered 50 years ago.

3. Collect photographs and other illustrations of the different 3. Describe in words or drawings the typical clothing worn by types of buildings that have been used for school purposes. students in your school today and that worn 50 years ago.

4. On a map of your town, locate all buildings used for school 4. Make a chart of the rooms considered to be necessary for a or educational purposes. school today and contrast it with the schools of 50 and 100 year ago. 5. Make a chart showing the changes in public school curriculum during the past 100 years. 5. Write a report analyzing the costs of operating public schools today and compare it with the costs 100 years ago. Be 6. Make a model or draw a picture of your school building. careful to analyze in terms of purchasing power, not justraw 7. On a map of Iowa locate all schools of higher education, dollars. such as community colleges, colleges, universities, and technical schools.

8. Write, a report on schools that serve audiences with special Extensions and Adaptations: needs. Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at 9. List the types of learning materials available in your school. various ages. Many of the listed activities can be used as art, 10. Make a chart showing the size of classes for the various music, writing, math, or science projects. Be sure to draw on subjects and activities in your school. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 11. What activities other than subject classes are available in of community resource ideas. your school? Why are they offered in the school?

12. Interview a lawyer or school board member about the laws that apply to schools and why such laws have been passed. Resources:

13. Make a bulletin board display of all schools that have ever Contact the Iowa History Resource Center at the State Histori- operated in your county. cal Society of Iowa for a list of books, videos, organizations and ideas for studying Iowa history. Write to: Education 14. Spend a day in a one-room rural school and re-enact the Coordinator, State Historical Society of Iowa, 600 East Locust, life of a student from the time these buildings were first used. Des Moines, Iowa 50319.

15. Interview a teacher about the length and type of preparation necessary to become a teacher.

16. Research and write a report about the types of controversies that have occurred in schools, such as what students wear, what students can say, what kinds of books can be used, what extra curricular activities are appropriate, and who may attend and who may be excluded from extra curricular activities.

17. Debate the reasons for dividing schools into classes based on age groups vs. dividing schools into classes based on ability levels or interest groups.

18. Prepare debate materials on the question of why certain subjects are required of all students and other subjects are not.

19. Discuss the role of computers, audio visual equipment, and other mechanical devices in schools.

20. Write a fictitious diary of a student in a one-room rural school in your area a hundred years ago.

21. Write a fictitious newspaper, TV, or radio editorial about the most recent school bond issue or school tax increase in your community.

22. Read books about school life in another time and place, such as The Hoosier Schoolboy and The Hoosier School Master. Iowa's One-Room Schools

coGrade Level

IIIClass Periods

Plus one full day

Goals/Objectives/Student Outcomes: sat on long wooden benches and worked on their lessons. When it came time for them to show what they had learned, Students will: they stood at the front of the room and recited what they had Compare and contrast a school day in an Iowa memorized. Blackboards were simple wooden boards painted one-room country school with that of their own. black. White limestone was used instead of chalk, and erasers were made out of sheepskin. Textbooks were rare, and many Demonstrate an understanding of the concept of kids learned from the few books they brought from home. consolidation by addressing issue's such as why Paper and pens were expensive so kids wrote on slates. rural families wanted to keep one-room schools, and why some educators thought larger schools To improve Iowa's small unsupervised school system, the state were better. legislature asked a famous educator, Horace Mann, to evaluate education in Iowa. In 1856, Mann told the legislature that all Recognize ways in which the consolidation con- schools should be supported by school taxes. He also believed troversy continues today. education should be available to all children, regardless of their race. Township Schools: 1858-1872 Materials: In 1858, another law was passed, and each township in Iowa became responsible for organizing schools. These new school 1. Books and articles listed districts built schools and provided tuition-free elementary 2. Compare and contrast transparency, individual charts, education to all children between the ages of five and newsprint chart twenty-one. Nine schoolhouses were built in each township and students only had to walk a mile or two to school. 3. Materials used in country school as indicated above Townships elected school boards to hire teachers, buy supplies, and set the school calendar. Most schools were open for three termsfall, winter, spring. Children did not legally have to Background: attend school, and many kids, especially older boys, stayed (Excerpts from "Remembering One-Room Schools," The home to help with farm chores. Some communities held school Goldfinch 16 (Fall 1994): 8-13.) in private homes until a proper schoolhouse could be built.

Pioneers who settled Iowa wanted to give their children a Expanding Communities, Expanding Schools good life. They had traveled from the East to build new homes As Iowa's population grew, school districts could afford to and grow crops on the wild, Iowa prairie. When settlers could build more schools. By the turn of the century, Iowa's rural support their families, they organized schools for their children. population had grown quickly, and there were almost 14,000 one-room schoolhouses across the state. Many schoolhouses Early Schools: 1830-1858 looked alike. They were built from wooden boards and then At first, children learned at home from mothers and older painted bright red, white, or sometimes yellow. Some schools sisters. When more families settled in an area, parents were brick or stone. organized local schools called subscription schools. Children could attend these schools as long as their parents shared the Students stored coats, boots, and lunches in the school expenses for supplies and teachers. In 1839 a law passed by entryway. Their desks stood in rows in the classroom. A the territorial legislature made each county responsible for woodburning stove blazed in the winter. Students who were opening and maintaining public schools. Some counties did lucky enough to sit close to the fire kept warm. Students in the open schools, but many children did not attend because their back rows often shivered while they studied. parents needed them on the farm. If there was spare time, In the late 1800s and into the mid-1900s many Iowa kids were mothers, aunts, and friends would do their best to teach using standardized textbooks. Some of the most popular were children to read and write. McGuffey's Readers. First published in 1836, these books Most of Iowa's early schoolhouses were log cabins. Students taught kids reading, writing, spelling, public speaking, and 28 5 history. William McGuffey's books also had strong morals rural school-bus transportation. Faster, gasoline-powered buses they taught students to stay away from tobacco and alcohol, replaced horse-drawn hacks and more districts decided to respect their elders, be patriotic, and have good manners. consolidate. In 1953, a new kind of consolidation began. Instead of consolidated districts, larger community districts A compulsory education law was passed in 1902, and all were formed. Often these new districts combined two or more children between the ages of seven and fourteen were required smaller consolidated districts. By the mid-1960s, Iowa had less to attend school. The new attendance law increased school than 1,000 school districts as compared to more than 4,000 enrollment significantly. To prepare for new students, wooden ten years before. country schoolhouses were painted inside and out, furniture updated, and teachers received higher salaries. Oil burning In 1965, the legislature wrote the end of the story of the stoves were installed, maps were updated, library books were one-room school. It passed a law ordering all schools to purchased, and paper and pencils replaced slates. become part of legal school districts with high schools and by July 1967 most of Iowa's one-room schools were closed. By When electricity found its way to Iowa's rural communities in that time, bright yellow gasoline-powered buses had become a the 1930s and 1940s, many schoolhouses were wired for common sight on paved and graveled roads in rural Iowa, electricity. Conditions improved but country schools couldn't transporting children to and from their school and community. compete with urban schools that had more money and supplies. One- room schoolhouses were still in operation into the 1960s. But Iowans said a sad farewell to rural one-room schoolhouses when they joined with high-school districts and Procedure: closed their doors by 1967. At some point in this lesson be sure to discuss the issue of Consolidating One-Room Schools consolidation and why all one-room public schools in Iowa are out of commission. Raise the questions of how the consolida- The movement to consolidate school districts was the begin- tion issue is still controversial. ning of the end for Iowa's one-room schools. Consolidation meant that all the school districts in certain areas would close 1. Day one: Using the Compare-Contrast chart (individual their one-room schools and students would attend one charts for children and a transparency or newsprint chart for centrally located school. In 1895, Iowa had almost 14,000 the teacher), have children as a group describe the characteris- one-room schoolsthe largest number in the nation. Many tics of their school. They may add characteristics to those educators and politicians thought these schools were behind suggested. Complete the 'Our School" column. Make a large the times. They believed country kids would benefit from larger classroom chart as kids are making their own individual ones. schools where there were more teachers, better equipment, and where kids learned with students all their own age. Provide background information on country schools (see resource material). Present the reading list to students, asking But there were problems with consolidation. It required them to choose one selection. It may be something that they transportation to collect students from widespread farms and have already read (e.g. a chapter from a book). Instruct them take them to school. Horse-drawn school buses, called hacks, to read the selection taking note of the characteristics of the moved slowly, and many parents didn't want their children to country school and the activities of the teacher and children travel so far, leaving home before sunup and returning after described. dark. On days when rain turned dirt roads into seas of mud, hacks couldn't risk getting stuck in the mud to pick up all rural Ask a local photo shop to donate three disposable cameras students. and film processing. Divide kids up in groups and then have them photograph their school. Put these photos on the big Rural parents believed students would receive less personal classroom chart. attention in the large classrooms of a consolidated school than they did in the one-room schools. Kids in one-room schools 2. Day two: Ask small groups of children to describe their often went to school with their brothers and sisters and they reading selections. Continuing in small groups, children will list learned from each other, as well as the teacher. The rural the country school characteristics as described in their readings schoolhouse was an extension of the family and the glue that using the "Country School" column of their individual charts. held a community together. Parents didn't want that to change. Coming together as a class, let the kids fill out the big class- For some time, rural communities succeeded in keeping their room chart. When discussing characteristics of one-room one-room schools, and consolidation moved slowly in Iowa. In schools show pictures from books or magazines. As each 1913, to encourage rural districts to consolidate, the state characteristic is completed, children should compare or offered between $500 and $750 a year to any school that contrast that list in the "Our School" and "Country School" offered vocational and industrial courses. One-room schools columns. were too small and poorly equipped to offer these classes, and 3. Day three: As a review and referring to the the extra money went to the consolidated schools. Compare-Contrast charts, ask students to discuss how their In 1919, the legislature passed a law ordering schools with class and school would be different if it were a one-room fewer than ten students to close. By 1921, there were more country school. What would need to be changed if their class than 400 consolidated schools compared to four in 1904. The and school were a country school. How would their school day 1920s farm depression and the Great Depression stalled school and school activities differ? Throughout the discussion, create consolidation for almost thirty years. a list of the items, routine, and activities that would need to be changed if their class were a country school. For example, After WWII the state government gave schools more money for instead of pencils, pens, markers, or crayons, what would they 266 Iowa's One-Room Schools

continued

use? What would they do at recess? How would they be Extensions and Adaptations: transported to school? Where and what would they eat for As a preparatory activity to supplement lunch? The result of the discussion should be what would have activity, a speaker may be invited to shat to be changed in their classroom, school, and routine if it were a one-room country school. a country school. Memorabilia from one-room schools may be displayed in the Explain that they will recreate a country school in their class- classroom. Student desks, quill pens and ink holders, slates, room for a school day. Using the list, planning committees will McGuffey Readers, lunch pails, school bells, are some of the be formed. One group would plan for the rearrangement of the items that are commonly available. Check with your class furniture. Another group may plan for instructional materi- community's county or local historical organizations to see if als. Another group may plan for recess activities, and so on. they have samples of these objects you could use. Perhaps a 4. Day four: Planning committees will meet to identify guest speaker could bring some personal belongings he or she changes, process (e.g. how and where will we move the used when attending a one-room school. furniture?), how to communicate needs to other students (e.g. There are many one-room schools open to the public. A visit to what would country school students wear? What would they a one-room school may be substituted for the project of bring for lunch?), material needs, and so on. recreating the one-room school in the classroom. 5. Country Day School Minus One: The afternoon prior to Some discussion or activities should center on groups like the Country School Day is used to prepare the classroom and Amish that still go to one-room schools today (see The materials for the next day. Student committees will carry out Goldfinch 16 (Summer 1994): 7). In addition, discuss what the activities for which they planned. early education was like for Native Americans and African 6. Country School Day: On the designated day, students will be Americans (The Goldfinch 16 (Summer 1994): 5-7). country school students from the minute they arrive at school. Lessons can be conducted using simulated country school materials. Wood or coal can be carried in from the outside with Resources: students designated for stoking the "stove." A restroom some distance from the classroom may be designated as the Bob Artley. A Country School: Marion No. Z Ames: Iowa State outhouse or privy. Lunch and recess will simulate the food and University Press, 1989. play of country school students. Parents and friends can be Bob Artley. Memories of a Former Kid. Ames: Iowa State invited to participate or observe a typical school activity (e.g. University Press, 1978. ("School," pp.70-74). games, spelling bee, ciphering bee). Arnold Cooper. "A Stony Road: Black Education in Iowa, If the country school day is more than the teacher wants to 1983-1860." The Annals of Iowa 48 (Winter/Spring 1986). tackle, an alternative activity might be to have students research the games played in one-room schools, and have the B.H. Falk and N.D. Huber. Country School Memories. White Bear kids play them at recess or in gym class (see The Goldfinch vol. Lake, MN: Stanton Publication Services, Inc., 1986. 16, no. 4, page 27). L.E. Fisher. The Schools. New York: Holiday House, 1983, pp. 7. Day Five: Using the Compare and Contrast chart, discuss 29-51. with the students their experiences. Were they as expected? Is Carl Hamilton. In No Time at All. Ames: Iowa State University there additional information to add to the chart? Was any Press, 1974 (Part Six). information incorrect? As a culminating activity, have students write and /or illustrate "A Day at School" from a first-person R. Hausherr. The One-room School at Squabble Hollow. New perspective. Kids can write a poem, short play or fiction piece York: Four Winds Press, 1988. (see The Goldfinch vol. 16, no. 4, pages 21-25). James Hearst. Time Like a Furrow. Iowa City: Iowa State Historical Department, 1981. ("Country School," pp.137-151).

Assessment of Outcomes: Bobbie Kalman. A One-Room School. Crabtree Publishing Co., Students' abilities to compare and contrast will be demon- 1994. strated through: completion of accurate planning and imple- Dorothy Schwieder, Thomas Morain, and Lynn Nielsen. Iowa: mentation of committee work, completion of accurate and Past to Present, The People and the Prairie. Ames: Iowa State complete charts, the accuracy of "A Day at School" writing University Press, 1989. (Chapter 10, pp. 147-161). and/or illustration assignment. 287 Laura Ingalls Wilder. Farmer Boy. New York: Harper and Brothers, 1943. (Chapter 1: "School Days").

Laura Ingalls Wilder. These Happy Golden Years. New York: Harper and Brothers, 1943.

Laura Ingalls Wilder. Little Town on the Prairie. New York: Harper Brothers, 1953. (Chapter 18: "Literaries"; Chapter 19: "The Whirl of Gaiety").

Laura Ingalls Wilder. On the Banks of Plum Creek. New York: Harper Brothers, 1937. (Chapter 20: "School").

Laura Ingalls Wilder. The Long Winter. New York: Harper and Brothers Publishers, 1940. (Chapter 9: "Cap Garland").

Little Red Schoolhouse. A Guide for Teachers, Cedar Falls Historical Society.

"Living History Farms School: A Guide for Teachers."

Iowa Country School. 1978. (Film available from Area Educa- tion Agencies).

One-Room School (Videotape available from University of Northern Iowa Marshall Center School).

The Country School, Iowa Heritage Series, Iowa Public Broad- casting Network, 1977.

McGuffey Readers

"One-Room Schools in Iowa." The Goldfinch 16 (Fall 1994).

"Going to School in Iowa." The Goldfinch 2 (April 1981).

"An Acre of Hill." The Palimpsest 68 (Spring 1987): 22. (Photo essay about southwestern rural school.)

288 istory, money, school," eleven-year-old Lee Bailey muttered to herself. "Hmrnm." She sat cross-legged on a window seat in her family's rural home as the dark Iowa morning began to wake up. Although it was late September, the air was sticky and hot, and Lee couldn't sleep. The cows were also wide awake. Lee heard them mooing in the barn. She crawled down from the window seat and wandered outside to milk them. "I've got to come up with an idea for my Fundraising Day booth," she said aloud as she made her way to the barn. "I'll never help buy a new flag for the school if my imagination keeps shutting off like this." She pushed open the barn door and was surprised to see Great-Grandma Martha. "Granny!" Lee said, startled, "what are you doing up so early?" Granny picked up a bucket and walked over to the cows who were so happy to see her they swished their tails in greeting. "I should ask you the same thing, Lee. A growing girl needs her sleep, you know. I've had more than my share in the last 85 years." Lee sank into a pile of hay and watched Granny's hands move up and down, filling the bucket with warm milk. Lee's family didn't farm for a living, but Granny preferred fresh milk so she kept two cows in the barn. "What's the trouble, dear?" Granny asked over her shoulder.

Art by Mary Moye-Rowley "I don't know what to do for my like the time a spring tornado almost blew fundraising booth at school," she answered, away the Center School during Granny's first digging herself deeper into the hay. "My socialyear of teaching. studies teacher, Ms. Purnell, said it'll give us a "It was an ordinary spring day," began chance to explore history, politics, or art. Plus Granny from behind the booth. "After a long we'll raise money for a new flag." morning of recitation my students were Granny thought for a moment. "You need restless, and I let them out a bit early for to do something ordinary, but with a twist," recess. They scampered down the schoolhouse she said with a smile. "Like a memory steps to play Fox and Geese in the booth." schoolyard. I sat at my desk and graded "A what?" homework assignments. Not ten minutes "You know," said Granny, sliding over to a into recess, rain began pouring from the sky. It restless Mabel, "like a kissing booth. People was as if someone was emptying a giant give a dollar, but instead of a kiss, they get a pitcher of water onto the schoolhouse... memory a story from the olden days." Lee nodded silently, her eyes and imagination flashing. "That would work,' Granny, but what'll we do about memories?" "We'll use my memories," replied Granny. "I was a country teacher back in the 1920s and 1930s. Spent two years teaching down the road at the Center School. I was only eighteen "Hurry, children," eighteen-year-old Martha when I started there in 1927. I could spin yelled over the howling wind. "Hurry before many a tale about those days!" the rain gets you!" Martha watched the "Oh, Granny! What a cool idea! There's rolling clouds above her as the students only one catch Fundraising Day is scampered into the dry schoolhouse. Monday." "Children," she told them in a stern voice, Granny laughed as she stood up and started "take off your wet shoes and wraps here in back to the house. "That's okay little Lee. I've the entryway. Then choose books from the had plenty of things sneak up on me in my library shelf and read quietly at your seats. time," she said, pulling the barn door closed Ben," she concluded, beckoning to twelve- behind them. "By Monday morning, I'll year-old Benjamin Martin, the oldest student, churn out stories like my mamma used to "you come with me." churn out butter." The children did as they were told, happy On Monday, Lee introduced all the stories to be excused from arithmetic and geography with a history of Granny's life and passed lessons. Martha and Ben went back outside around photographs of Granny as a young where the wind snapped treetops like they teacher. Parents,'teachers, and students were toothpicks. gathered around Lee's booth and paid a dollar "Is everything all right, Miss Reed?" to hear Great-Grandma Martha's stories Ben asked. Fox and Geese chase- and -tag game popular at country schools

290 "I'm not sure, Ben," replied Martha as she The two went back into the schoolhouse wrapped her sweater tightly around her. and bolted the door behind them. Ben took "There's an awful storm coming. See those his seat at the back of the room and Martha clouds?" she said, pointing to dark clouds did her best to appear cheerful. moving across the sky.."They look like the "Children," she said enthusiastically, beginning of a tornado." "how about a game?" Cheers of agreement Ben knew how dangerous tornadoes rang out in the schoolroom. "Let's pretend were. If he was at home he'd rush to the we're pioneers who settled Iowa more than cellar with his family. But there was no seventy-five years ago. The desks will be cellar in the schoolhouse and the closest our wagons. We've finished driving for the farm was almost two miles away. "What day, and it's time to settle in for the are we going to do?" he asked, trying to evening. At the count of three, everyone keep his voice from shaking. under your desks! One! Two! Three!" "That's what I wanted to speak to you In three seconds, the children had about, away from the other children," settled in. "Good," Martha said. "Now Martha said. "They'll be scared if atornado how about a song?" I need your help to keep them calm. Eight-year-old Melissa inside Reece stuck her o back andYou 71 all g sit hand out from under I'll think of a u"cier herdesk desks ge tok center row. "What inthe N> een out I've tx.estorm." their Working on the about Been ar 4.she asked.

9 "A fine song," agreed Martha, and started Martha ran to an empty seat in the middle to sing, "I've been working on the railroad, row, stretching her sweater over her head to all the live-long day, I've been working on protect her face. "It's going to be all right, the railroad just to pass the time away...." children!" she shouted, ducking under the The children jumped in, their voices desk. "Just stay put" drowning out the raging winds. From the back of the room, Ben's voice While they were singing, Martha gathered yelled out, "Everybody sing....I've been up the children's damp jackets, coats, and working on the railroad all the live long day. sweaters. "Oh, no!" she exclaimed passing out ..." The frightened children sang as glass, the wraps. "Ifs started to rain on the prairie. books, and pencils flew across the room. In You'll need to cover yourselves." The the entryway, the wind tossed lunch pails children wrapped themselves in their into the air like they were nickels. pretend blankets and finished singing. Homework assignments flew around the "I don't know about you," continued front of the room, and the brand new maps Martha from the platform at the head of the banged against the blackboard. schoolroom, "but I think after a long drive, A few moments later, the wind stopped, I'd be hungry. Let's rummage through our dropping the final books and pencils to the food supplies and see what there is to eat floor before blowing out the broken Anyone find anything?" windows. "Stay where you are, children," "I did, I did," yelled six-year-old Charles commanded Martha, slowly raising her Macintosh from his desk in the front row, head, "it's not safe yet" "Flapjacks!" The children laughed. "With Glass fell from her dress and hair as she maple syrup!" he added. "No! No!" yelled an climbed out from under the desk and stood older boy from the back of the room. up. "I'm going to look outside," she said. "Pioneers ate beef jerky and biscuits. When "Nobody move." they ran out of food, they ate grasshoppers!" Picking her way over broken glass, "Ugh! Oooh!" squealed the younger child- Martha walked to the entryway. Unbolting ren, horrified at the thought of eating insects. the door, she heard a loud knock. She opened Without warning the howling wind the door to find a man, his clothes wrinkled swirled furiously around the tiny school- by the wind and wet from the rain, standing house and touched down under the east on the steps and carrying a black leather bag. windows. The children stopped talking and He tipped his dripping hat "Ma'am," he listened closely. "Tornado!" someone yelled. said politely. "I was just passing by as the "Everyone bury your faces in your coats storm struck. I took shelter in the ditch and stay under your desks!" yelled Martha, behind the school." He stepped into the her voice straining to be heard above the schoolroom and whistled, a quick, sharp wind. "Don't look up!" sound. "Looks like you could use a hand," he As they huddled under their desks, said, grabbing the broom from the corner.... windows started breaking and glass blew into the schoolroom.

2 "...And after he swept up the glass, he checked the children for cuts and bruises and found everyone fit as a fiddle," concluded Granny, as her listeners sighed in relief. "Then he helped straighten the schoolroom. When we finished, he disappeared as quickly as he had arrived." That night after supper, Lee knocked quietly on Granny's bedroom door. "Come in," Granny said softly. Lee opened the door quietly and sat on the bed. "Thanks for today, Granny! Ms. Purnell says we made a lot of money maybe enough for a new flag. You were awesome!" Granny smiled from the pillows. "I suspect I was. But so were you. You helped keep my stories alive. Now a lot of people know what life could be like in a one-room country school." Lee thought for a minute. "I never thought about it that way," she said as her imagination started churning again. "But you're right, Granny! I've got to write your stories down. And we'll make copies for Dad and Mom and the cousins and aunts, and...." Granny raised a tired hand. "Slow down! There's time for that tomorrow!" Lee smiled in agreement and gave Granny a hug. "Good night," she said. "Good night, little Lee," yawned Granny. Lee paused at the bedroom door. "Granny, what happened to the man who helped you and your students in the tornado?" Granny laughed gently. "He was the new general store clerk who was studying medicine. He was also your Great- Grandpa James." "I thought so," replied Lee with a wink as she switched off the light and closed the door softly behind her.

2 9 3 A Sample Day in a One Room School

FORENOON.

z cti 1ST CLASS. 2D CLASS. C 2 3D CLASS. 4TH CLASS. 5TH CLASS. 01 E 9:0019:051 5m OP F:IgtVEXERICISES. 9:05 9:15110 Reading, Reading. Reading. Arithmetic.Arithmetic. 9:15 9:30115 Seat Work. Reading. Reading. Arithmetic.Arithmetic. 9:30 9:45115 Seat Work. Numbers. Reading. Arithmetic.Arithmetic. 9:45 10:00115Copying. N umbers. Arithmetic.Arithmetic. Arithmetic. 10:001 10:20:20Copying.. Copying. , Arithmetic.Geography. Arithmetic. 10:201 10:30,10*Gen. Lessons.*Gen. I.essons.! Drawing. Geography.Drawing. 10:30; 10:45'15 RECESS. 10:45i 11:00:15Seat Work. Writing. ;Arithmetic. Geography.Geography. 11:0Ji 11:1A115;Seat Work. Copying. ;Language. Geography. Geography. 11:15 11 ::10: 15j N umbers. Copying. ;Language. Reading, Geng. or 11:30i 11:4315j Numbers. Reading. ;Writing. !Reading. Read lug. 11:451 12:00'15!Dismissed. Reading. !Reading. 1Grammar. Reading.

AFTERNOON. 1:00'1:11 10; R;mdi ng. Reading.. Reacting. ;Grammar. 1:10:1:20 10'Copying. Reading. 'Reach lig. (Grammar. 'Grammar. 1:20 1:30.10 Copying. Copying. ;Reading. Grammar. iGrammar. 1:30!1:45'15!Numbers. Copying. 'Spelling. I Grammar. Grammar. 1:45'2:00,15,Numburs. Writing. !Spelling. ;Drawing. ;Grammar. 2:00!2:30:30 *Gen. Lessons',Geu. Lessons,*Gen. Lessons'Writing. 'Physiology 2:30!2:45j15 I 2:45!3:00,15;Reading. React ing. ,Spelling. 'Spelling,. Physiology. 3:00.3:10,10;Reading. Reading. ,Spelling.Spelling. !Spelling. !Spelling. 3:10. :20:10!Copying. Reading. Spelling. !Spelling. ;Spelling. 3:201:30.10;Copying. Copying. iSpetUng. 'Spelling. 3:30, :10.10;Drawing.. Reading. Copying. !Spellinj. ;Spell ing. 3:40' :50.10 Iteadilig. :Reading. ;Reading. ;Spelling.

3:50. .4:00'10 Genera/ :Exercises. 1 Italic type denotes recitations. Roman letters what the other classes should study. Classes are numbered to correspond with the readers. *Gen'l Lessons or Dismissed.

Handbook for Iowa Teachers, 1890 2 PART I GENERAL VOCABULARY

DIRECTIONS: This is a test of your knowledge of the meaning of words. In each itembelow, you will find i717071r4F7i sentence at the left, followed by four numbered words. In each case you are to decide which of the four words given has most nearly the same meaning as the underlined word in the phrase.Then write thenumber of that word in the parentheses beforethe item. For example, in the first item, the word "little"has most nearly the same meaning as "small," the underlinedword-in the phrase at the left. Thenumber 4 is therefore written in the parentheses before theitem.

(4) O. A small boy (1) large, (2) tall, (3) nice, (4) little (1) dangerous, (2) wrong,(3) terrible, (4) disgusting ( ) 1. A dreadful scene (1) strong, (2) filthy, (3) secret, (4) unusual ( ) 2. Unclean habits (1) loud,(2) sudden, (3) continual, (4) brief ( ) 3. An endless uproar (1) told, (2) guessed, (3) stole, (4) disturbed ( ) 4. Upset our plans (1) carry, (2) escape, (3) save, (4) hide ( ) 5. Rescue her from danger (1) fierce, (2) unusual, (3) sudden, (4) cold ( ) 6. A furious storm (1) tramp, (2) crowd, (3) foe, (4) lunatic ( ) 7. An angry mob faced him (1) take, (2) shorten, (3) lengthen, (4) postpone ( ) 8. To extend a vacation (1) mow, (2) smooth, (3) slant, (4) straighten ( ) 9. To slope a lawn (1) servant, (2) leader, (3) favorite, (4) jester ( ) 10. The darlinp, of the king (1) pleasant, (2) delicious, (3) mixed, (4) healthful ( ) 11. Wholesome food (1) pretty, (2) clear, (3) different, (4) sheltered ( ) 12. A shady spot (1) regulate, (2) use, (3) move, (4) settle ( ) 13. To adjust a telescope (1) pleasing, (2) interesting, (3) complete, (4) sudden ( ) 14. An agreeable surprise

All those Tests! Tests are a part of school. Whether we like them.or not, they are one way teachers can learn where a student's strengths and weaknesses are. It helps teachersdo their job better. There is a special test that most Iowa school children take every year the Iowa Tests of Basic Skills. It all began in 1929 as a contest for high school students called the Iowa Academic Meet. The tests for the meet were written by educators at the University of Iowa. First, tests were given inthe spring in high schools that chose to take part. They were scored at the schools, and the results were sent to the University. Then, the top-scoring students in each subject went to theUniversity at Iowa City for final tests. Finally, the top ten students in each subject received medals at abanquet. Teachers were sometimes amazed when they saw the results of the test some of the top students on the test had been thought lazy or unpromising, and they had been getting poor grades. Once these students had shown their ability their grades often improved quite suddenly! In 1935, a new test program the Iowa Tests of Basic Skills began for grades six through eight. This was not begun as a contest. The purpose was (as it really had been for the high school test) to help teachers know where students were doing well and where they might need help. The tests were very successful and in 1940 they were sold throughout the nation.From that time on, the Iowa Tests of Basic Skills have remained a useful tool to measure learning progress. The test on this page is the vocabulary test from the 1935 Iowa Tests of Basic Skills given to the fifth,sixth, and seventh grades. It was scored by the teacher. It looks very different from today's teststhat are scored by an electronic machine that can "read" 40,000 sheets per hour. qeattftuag the ad-taskottedway

ter is Iowa's governor, and there are thirty- seven states in the nation." Thirteen fifth and sixth graders from Sister Justine Denning's class at St. Mary's Catholic School in Centerville followed in two lines behind Mistress Hansen. They walked _ S et through an entryway lined with pegs for coats t. =4 and caps, and into their classroom for the day Living History Farm's one-room school-

/WM house. Feet shuffled across wooden floorboards as boys moved toward desks on the left side of the room, and girls took their places on the right. "There are three rules for conduct in my classroom," Mistress Hansen said. "Sit up straight. Be quiet. Stand to recite." In 1875, there were stiff penalties for misbehavior. Some schools were so strict, they didn't allow c...Afire crackled in the wood-burning stove, students to smile. nibbling away at the chill of a rainy, April "In 1875, children brought their own books 1994 morning. Mistress Hansen, the to school," said Mistress Hansen. schoolmarm, tugged on a rope attached to Before settling into their studies, students the schoolhouse bell on the roof. The chimes stood and faced the flag. Mistress Hansen led brought students scrambling toward the the class in a verse of "My Country 'Tis of schoolhouse and up the muddy path a path Thee" and then directed them to their stud- that took them back almost 120 years during ies. their visit to Urbandale's Living History Farms. First, they practiced penmanship. "It is April 12, 1875," Mistress Hansen "Pupils were not allowed to be left-handed announced. "Boys in one line, girls in another. in 1875," Mistress Hansen cautioned. "A "Ulysses S. Grant is our president," she child's left hand might be tied behind his or continued in a stern voice. "Cyrus C. Carpen- her back or slapped with the ferule if caught

ferule flat piece of wood schoolmarm old-fashioned name used for punishment for unmarried, femaleschoolteacher

296 using it during penmanship." "Gentleman," she continued, "you help your The room fell silent, except for the faint fathers in stores or out in the fields. You must clicking of slate pencils. be able to figure out how much seed to buy, Although paper was available in 1875, how to sell crops or livestock." Mistress Hansen explained, it was very Students solved the rest of Mistress expensive. Only perfect work was copied Hansen's story problems. At recess they from slates to paper. played Hide the Thimble, a rainy-day game The next subject in the Centerville stu- where one student hid the thimble somewhere dents' school day was Elocution and Articula- in the classroom, then watched as the others tion. hunted for it. "It means how well you talk," Mistress Geography lessons, an Iowa history quiz, Hansen explained. and a spelling With McGuffey's bee followed Readers in hand. recess. All too students took turns soon. 1994 crept standing to recite. back into the "Reading skills schoolhouse and were very important A // r Sister Denning's because there were class returned to no movies, TVs, or the twentieth radios in homes," century. Mistress Hansen ex- Paper and plained. books are readily The Centerville available in students also tack- schools today led arithmetic along with 1875- style! Story computers and problems chal- other gadgets lenged them to develop math skills necessary that pupils in 1875. never imagined. American for everyday life. schools today have more than one classroom, "Ladies, at home you help feed chickens and and each grade has its own teacher. collect eggs," Mistress Hansen began. "Today, Despite these differences, eleven-year-old you have two dozen eggs to sell to the local John Maletta didn't think'the work in 1875 was store at twelve cents a dozen. You also have more difficult. He's used to tough assign- three pounds of butter to sell at three cents a ments. pound. Your mother wants you to buy five "Sister Denning works us hard!" he said. pounds of sugar, which costs ten cents more. Perhaps some things never change. 40 How much will you have left?

Readers18009 McGuffey's textbooblcs and earlY1900s

2 97 Schools for Amish Children Letter tothe Editor Des Moines Register July 24,1971 CLAIMSCORES HIGHER According WAN/MI.1 to the Des completed Moines TEACH children thisweek, Register in this argues the study, Amishto area who that Amish scored had been school Iowabasic consistently taught from skills by the sametest than higheron the taught cultural did Amish by cenified background children teachers. whowere

"I will always believe that Iowa and America are big enough in space and spirit to provide a kindly place for all good people regardless of race,creed, or custom. One of the most precious parts of the American heritage has been our willingness as a people to lean over backwards to assure minority groups freedom of belief. It is a tradition worth preserving." Governor Harold Hughes, 1966.

In 1728 the first group of Amish crossed because the teacher was uncertified. The the Atlantic and arrived in the New World parents were told they must send their to practice freely their religious way of life. childrentopublicschool. When they The Amish were mainly farmers, and as refused, heavy fines were demanded. All the United States grew westward, groups over the state, people talked about the of Amish people migrated to the farming Amish school issue. They wrote letters to lands of Iowa. the editor in the newspapers. The governor Most Amish believe that farming is the made his views known. simplest and best way of life. They use old The Amish based their right to have farming methods. "A tractor gets the work separate schools on the First Amendment done more quickly, but horses and the love of totheUnitedStatesConstitution. hard work keeps us nearer to God," one man However, the State said these schools were declared. Clothing and homes are kept as belowstandard. The Iowa General plain as possible. Decoration of any kind is Assembly debated the school issue. They avoided. The Amish discourage knowledge decided to amend the education Code of of the world outside their settlement. Iowa so that the Amish could educate their To teach their children this way of life own children but must request permission the Amish have their own schools. Amish each year to open their schools. The schools teachersteachreading,writing, and would be inspected every year before they arithmetic. At home children learn could open. Permission was granted every farming, cooking, sewing, and gardening. year until 1971, when the State Board of In Iowa there have been arguments about PublicInstructiondeniedthe Amish the Amish kind of schooling. The State of request. Once again, Amish parents refused Iowa is responsible for the education of to send their children to public schools. Iowa children. The State law says that Finally, in another vote, the Board decided school teachers must be certified. Often, in favor of opening the schools. But each Amish schools are taught by young girls year, the Amish must request permission to with only an elementary school education. continue the education of their children in In 1965, officials closed an Amish school the way they believe is right. 2S Phoebe W.Sudlow

Phoebe Sudlow had taught in public schools woman to be principal before! Finally, the for twelve years. Because she was a good school board agreed to her request. Still, teacher, the city school superintendent women teachers continued to receive less asked her to come to Davenport. So, in 1858, money than men. Phoebe Sudlow left a rural school in Scott Miss Sudlow next became the principal County and began teaching in the city. In of the Training School for Teachers. Then, onlythreeyearsshe was appointed in1874she was chosen Davenport principal. The Civil War had just begun. Superintendent of Schools. This made her Many men, including teachers, were leaving the first woman superintendent of public to join the army and women were hired to schools in the United States. fill the jobs they left when they went to Phoebe Sudlow proved that a woman could war. In fact, after the Civil War, there do a good job as a teacher, principal, or never again were more men teachers than superintendent. Although she continued to women. work very hard for equal salaries for teachers, Before Phoebe Sudlow accepted the job she did not live to see her hope come true. This of principal, she told the board of education did not happen until the 1960s. that she expected to receive the same The people of Davenport did not forget salary that would be given to a man. She Phoebe Sudlow. They named a school for refused to consider working for less. The her a reminder of the outstanding board had to thinkitover. Women teacher who became thefirst woman teachers had always been paid much less superintendent of schools in the United than men, but the board had never hired a States.

,293 Sense of Place: Our School Our Sense of Place ;'Th

Grade Level: High school speech class

Class Periods : 9 weeks-1 semester

Goals/Objectives/Student Outcomes: This major change in the community actively involved the The goal of this project is to involve the school students. Thus viewing the town's history through changes in its schools becomes all the more meaningful. and the community in the production and presentation of a historical look at the Okoboji Schools. Students will: Procedure: Learn to work cooperatively and to respect each 1. Students explore the concept of "sense of place" through others' abilities. Working together in small groups journaling and class discussion. They can consider: What gives will encourage students to feel more involved in the you a sense of belonging? What feels like home? Where did classroom community and less threatened by group you grow up? What is the meaning and significance of interaction. security? Do you have a special place? Work with members of the community to develop 2. Students give three speeches that further develop the a better understanding of the past and present. concept of sense of place for them: Who they are Be responsible for determining the scope of the A personal experience project and for solving the problems that arise. A story passed down in their family Practice interviewing, writing, research, speaking, 3. Students become familiar with the videotaping techniques and presentation skills through speeches and by viewing videos and learning from a guest speaker who is videotaped comments. experienced in the process of videotaping. They also study video technique through handouts and work with the media Become more familiar with technology through center director. use of computer and video equipment. 4. Students brainstorm and narrow down the project to a historical look at their local schoolstheir sense of place. Materials: 5. Students learn interviewing techniques and develop interview questions. 1. Video camera and equipment 6. Students decide what they want to learn through their 2. Old yearbooks, photographs interviews and develop the questions to help them reach that 3. Computers goal.

4. Video editing equipment 7. Students collect old photos and interview community members about the history of the area.

8. Students develop a letter of explanation that is sent to Background: selected teachers from three buildings: the elementary, middle, The students' sense of place is developed not only through and high schools. They set appointments for the interviews and researching the history of the area, but also by talking to the videotape them. At Okoboji, about 20 interviews were people who have lived through social and cultural changes. conducted.

The students are most familiar with and probably take for 9. They develop their technical abilities to create a finished granted their school, a strong component of the community. In video. The outline for the video might include: many towns the school is the center of many activities, and in "Our SchoolOur Sense of Place." the Lake Okoboji region the school has enjoyed the support of Video of schools with students in the halls. the town. In 1995 an addition to the high school was com- History of each building (using old photos, interviews with pleted that almost doubled its size. community members). Several questions answered by several teachers, one 0 question at a time. Sense of Place definitions given by many teachers. Close with students' comments.

10. The Okoboji Sense of Place video "Our SchoolOur Sense of Place" will be presented to the community at different functions and to organizations in the area. A one-room school house is being renovated for the celebration and our video will be shown there all summer. Interested parties may buy copies also.

Assessment of Outcomes: Students learn:

Cooperation/teamwork skills.

Composition skills.

Technological skills involving videotaping, video editing, using video computer companion programs, laying music under video, and laying stills over video.

Interviewing techniques.

Video logging of hours of tape.

Research skills.

Storyboarding.

Problem solving skills.

In addition to the skills listed above, student outcomes also are of a much more personal nature. Everyone was surprised at the bonding and motivation that took place within the student teams. The teacher became the students' cheerleader and guide allowing the learning to be directed by the students. Their ownership of the project came through patience, time, being forced to sink or swim, learning through their mistakes. This encouraged their confidence, problem solving skills, and ability to learn something new.

Extensions and Adaptations: Speeches next year will include family histories.

While the students a Okoboji High School have access to state of the art technology, the project also could have been done as a less professional video, a series of books, or posters.

Resources: Community members interviewed by the students.

Ruth Aldrich, Pocahontas Librarian.

Various text and articles on interview and videotaping techniques. Community Development: Investigating Local History

CDGrade Level

Class Periods

Goals/Objectives/Student Outcomes: Procedures: Students will investigate the development and 1. Ask students to begin by writing down what they think of history of their communities by using a variety of when they think of their community. After a few minutes have research methods. them share what they wrote. Initiate a discussion of what they appreciate about their town and what they would like to change.

Materials: 2. Plan a walking tour of your town. Before taking your 1. The Goldfinch worksheets on homes and doing local history students, make sure they will be able to locate the architectural features and examples of architectural styles. Have 2. Worksheet of architectural features students review information in the worksheets and handouts.

3. Sources to conduct a study of historic buildings, for example, 3. On a map of your county locate all the towns that existed at abstracts and tax records, fire maps (Sanborn Insurance Maps), the turn of the century. Make another map to show the towns city directories, town and township maps and plats, county that exist today. Ask how many of the earlier towns are maps and plats, old newspapers, interviews, and historic missing. Ask students to speculate why the remaining towns photographs survived.

4. Find turn-of-the-century photographs of the main shopping Background: areas of your town. Take pictures of the same locations today. Have students make a "then and now" poster for the bulletin The Iowa Territory was surveyed in 1836 and two years later board. land offices opened in Dubuque and Burlington where land could be bought for $1.25 an acre. Once the territory was 5. Use "Homes in History," The Goldfinch 15 (Fall 1993) to opened for settlement towns quickly grew. Early frontier towns begin an investigation of your community architecture. grew for a variety of reasons, including plentiful natural 6. Use "Doing Local History," The Goldfinch 14 (Winter 1992) resources, good transportation, and the seat of state or county to begin a study of historic buildings in your community. governments. 7. Use "Reflections of Yesterday: Processes for Investigating Early settlers were eager to see their towns grow and tried to Local History." encourage newcomers to relocate in their communities. Stories often were published that promoted local businesses and "heroes." Assessment of Outcomes: Churches and schools were the centers of social life in Iowa The students will discuss the discoveries they made about their frontier towns. Knowing that a community had a church of a community on their walking tour. particular denomination was sometimes the factor that swayed an immigrant to settle in a particular town. Students will develop a top ten list of unique features of their town. Early towns in Iowa needed banks, blacksmiths, doctors, merchants, and pharmacists. Towns also needed to be easily accessible via efficient transportation. Extensions and Adaptations: New settlers to Iowa who came from cities were familiar with the various popular architectural styles of the 1830s and 1. Have students write a play about their town at the turn of 1840s. They were eager to build homes and businesses the century and present it to other classes in your school. according to these styles. 2. Conduct research on the location of your town's buildings at the turn of the century. Construct a model of the town or a portion of it. 302 3. Choose a historic building in town and trace its uses back to the turn of the century. Try to find photographs, Sanborn maps, plat maps, and old newspapers to tell the story of the building. See if the building would qualify for a National Register of Historic Places designation. If so, consider having students write a nomination. National Register information can be obtained by contacting the State Historical Society in the Des Moines office.

4. Create a pictorial small town. Have students research what businesses, services, industries, professional people, and craftspeople were found in Iowa towns between 1890 and 1910. On a large piece of paper, lay out a town and locate the different businesses on it. Comment on the town being fairly self-sufficient and then. have students make comparisons with today's towns and cities.

5. Many areas in the state have preserved or restored historic buildings. Check to see if there is a historic preservation organization in your town or county. Visit a nearby historic location. Contact the State Historical Society to find out what might be the closest preservation organization to you. You might want to invite a "preservationist" to your classroom to discuss why preserving old building is important and how everyone in the communityincluding studentscan be involved.

Resources: Main Street. Video, Iowa Heritage Series, Iowa Public Televi- sion.

Loren Horton and Ann Parks. Guide to Architectural Details. Technical Sheet, State Historical Society of Iowa.

"Doing Local History." The Goldfinch 14 (Winter 1992).

"Homes in History." The Goldfinch 15 (Fall 1993).

Reflections of Yesterday: Processes for Investigating Local History. Ottumwa: Iowa Department of Public Instruction and Southern Prairie Area Education Agency, 1985. (Reprinted in Section 2 of this curriculum.)

3 What Was on Main Street?

Along with the pioneer farmers center for local farm people. and trade on which the success who streamed westward to the Some towns lasted only a few of the town was based. richlands of Iowa came the years. For a town to grow and When a town kept growing, its "townbuilders."They knew survive, it needed to be on a good citizens worked to improve the farming people would need a transportation route. Merchants shopping district. Longer-lasting place toselltheirgrain and needed to have a way to ship the brick buildings replaced the older animals. There would also be farm produce they bought to wooden structures.Cement things they would need to buy larger cities where it would be sidewalks replaced old wooden plows, kerotene, nails, sugar, sold. The first towns relied on ones, and sometimes the main and coffee. They might need help rivers and wagon roads to send street was paved with brick. By too,withshoeinghorsesor and receive merchandise. When the 1890s, towns in Iowa were repairingfarmmachinery and the railroadlines spread their busy places. They were much like plows. So, just as soon as an area networkacrossIowa inthe other towns across the Midwest. in Iowa was settled, a town grew 1870s, each little town fought to Merchants,craftsmen, and up too, with a main street that attract a railroad line. The railroad industrialists produced goods served as a market and business assured the growth of business and provided services for the surrounding rural area. The street bustledwithactivityon kerosene /L - a thin oil used as fuel merchant a - a person who buys for a lamp or stove. and sells goods. Saturdays, when farm families came to town for their weekly shopping trip. Horses set the pace for most travel. People got from one place to another more slowly than we do today. They often walked several miles into town. There were many small towns dotting Iowa's countryside, spaced about twenty miles apart. This way, farm dwellers could easily make a. one-day round tripby horse- drawn wagon or carriage. Reminders of horse transportation were everywhere. Pedestrianspickedtheirway carefully when crossing a street, to avoid horse droppings. Streets were usually unpaved and were often rutted from wagon and buggy wheels. A water pump and trough for the horses generally stood near the center of town. Peopletiedtheirhorses and wagons to hitching posts next to the high wooden sidewalks and

industrialist rc - a person who owns ormanages a manufacturing MAIN STREET OF MANCHESTER, 1888. business. 34 then went about their shopping service wagon. or business. When people bought from an Of course, the number of stores outside manufacturer, the need dependedonthenumberof for certain Iowa -made products people who lived in and around dwindled. Small industries closed town, but nearly every town had a down andbusinesspeople general store, a blacksmith shop, without customers had to shut and a hotel. As a town prospered, their doors. Some stayed in town artisans with special talents set up but changed their form of work. theirbusinesses.Silversmiths, Silversmithsbecame jewelers, coopers, shoemakers,and tinsmiths became plumbers, and photographers came to earn their blacksmithsturnedtofarm living. A hardware store, saloon, machinery sales and repairs. barbershop, pharmacy, millinery, But the major reason for the anddressmaker'sshopmight disappearanceof many small occupy the buildings. Larger towns Iowa towns came along about might have several of each of these 1910. At first, this noisy, four- businesses. wheeled, motor-powered carriage Teachers,doctors,dentists, was more a toy or a gadget than a and lawyers often made their good way to get somewhere. But homesintown,providing eventually more reliable, easier- professionalservicestoboth to-drive automobiles and trucks townspeople and the surrounding were built for passenger travel dwellers. That their town would and for hauling farm products. continuetogrow andbe When the rutted dirt roads were successful was the hope of all smoothed and graveled, people who lived and worked in the chose to drive to a larger city or community. town to do business. By that The same railroad transportation time, electric street lights had that helped many small towns takentheplaceofkerosene grow, eventually helped cause their lampsorgaslightsonMain decline. Rural Iowans began to Street, and people often talked to travel to larger cities, where they one another by telephone instead bought great supplies of goods to of at the livery stable or general last until another big shopping trip. store. Life was changing fast. Or they bought from mail-order Over the years, many small businesses that sold everything a towns finally died. Some were ruralfamily needed through a even removed from the official catalog. The order arrived by train state map. All that remains are at the nearest railroad station and empty buildings with boarded travelled to the farm in the postal windows, a silent reminder of the bustling days at the turn of the prOsper v. - to be successful. century when horses brought eager families into town to shop artisan n. - a person specially trained on Saturday. to work with his or her hands. cooper n. - a person who makes or repairs barrels. millinery a - a store where women's hats are sold. MAIL-ORDER CATALOG, 1895.

3`)5 The Livery Stable and Blacksmith Shop

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CENTRAL BLACKSMITH, WAGON, Er REPAIR SHOP, DES MOINES, ABOUT 1875.

At the livery stable, people who did not own a horse could rent one.Buggies,wagons, and sleighscouldberented,too. Visitors could leave their horses at the livery stable while staying in town. It was a hotel for horses where theanimals were fed, watered, and provided with a stall. Men often gathered at the livery stable to talk. It was a place where theyrelaxed,toldstories,or exchanged information and ideas in a time when there were few, if mit any, telephones and-no radios. A person of great skill worked in the blacksmith shop. Blacksmiths had studied metaicraft and could shape iron into tools, horseshoes, and wagon-wheel rims. The ring oftheblacksmith'shammer striking the anvil and the clop, clop of horses' shod hoofs were partofthefamiliareveryday sounds of a town. COLLETT SITLER'S BLACKSMITH SHOP, WELLMAN, 1905. 306 The Hotel

Thecheerfullypaintedhack salesmen shared jokes and Hotel rooms were furnished with rumbled to a stop at the nearby storiesoftheirtravelswith a bed, chairs, water pitcher and train depot. It had come to take townspeople. In the summer they basin, and a chamber pot. The railway passengers visiting the sat comfortably on the long hotel newer hotels had running water in town to the localhotel. Most porch and in winter they gathered the rooms, butinmost small towns, large or small, had at least at a wood-burning stove in the towns, water was pumped from a one hotel. It was a place where large dining room. Sometimes a well by hand and then heated for farm people in town on business local or visiting musician might washing. An overnight stay was wouldstay.Itwas apublic entertainatthepiano.The about 50 cents. Meals, too, cost meetingplace.Out-of-town travelingsalesmen, whodid about50centseach.The travelers theatricalgroups, business directly from the hotel, townspeople could get a Sunday visitingbaseballteams,and would lay out their trunks of dinnerfor25centsbecause goods for the local storekeepers business was slow on weekends. to look over, and afterward they by Nena Smiddy depot n. a railroad station. would play cards.

MIDLAND HOTEL, BRIGHTON, ABOUT 1900.

The GOLDFINCH (ISSN 0278-0208) is published four times per school year, September, November, February, and April by the Iowa State Historical Department, Division of the State Historical Society, 402 Iowa Avenue, Iowa City, Iowa 52240. Available by yearly subscription in quantities of ten for $15. Second-class postage paid at Iowa City, Iowa. POSTMASTER: send address changes to: the GOLDFINCH, Division of the State Historical Society, 402 Iowa Avenue, Iowa City, Iowa 52240. 307 stovesat,theshelvesand garden for summer vegetables, a The General Store counters full of groceries and dry cellar full of home-grown potatoes, goods caught the buyer's eye. onions, turnips, and home-canned Do you need a new pair of shoes? There seemed to be no unfilled fruits and vegetables. Would you like to buy some spaces. Bins of tea, coffee, dried Townspeople still might keep a penny candy? If you had lived at fruits and vegetables, beans, rice, cow for milk and chickens for the turn of the century you would and oatmeal stood behind the eggs. There were some things, have gone to a general store to counters. Kegs of butter, pickles, however, that were not produced get these things. Every town had fish, and chewing tobacco sat in athome. Thegeneralstore a general store and they all were front. Hardware items in the back answered these needs. much alike.In1898, Bedford, of the store crowded among The store opened at sunrise Iowahadeight,eachwith barrelsofcrackers,vinegar, and closed at night when most somethingspeciallikea kerosene, andmolasses,and people had gone to bed. Sunday glassware department, a supply stacks of flour sacks. Inside glass was a day off for the storekeeper of prime country butter, a large canisters, peppermint sticks, corn and his clerks, but Saturday kept assortmentoffruitsand candy, jelly beans, and licorice themwaitingon the steady vegetables, or a bakery. strings tempted those with a stream of customers. The door Racksofbroomsand sweettooth.Stockingcaps, bell jangled as people came and bushelbaskets of seasonal fruits writing slates, milk pails, pots, went,stoppingtotalkwith and vegetables sat outside on and pans dangled from overhead friends about local news. wooden platforms in front of the wires strung across the store. Modern supermarketsand store. The mingled smellsof General stores did not sell meat, department stores provide many molasses, vinegar, fish, cheese, except maybe ham and bacon. moretypesofmerchandise freshly-ground coffee, kerosene, Nor did they sell milk. because people of today provide and oranges greeted customers Familiesat the turnof the very few things for themselves. at thedoor. As one walked century did not buy everything Most depend onfoodand toward the back of the store, they ate or used. Nearly everyone, clothingmanufacturedby where a big,black pot-bellied whether in town or country, had a someone else and sold in a store. by Lisa K. Abel

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SANGSTER GROCERY, IOWA CITY, ABour 1910. If a town grew, several specialized stores would replace the general store. Dry goods stores sold clothes and yard goods. A grocery store like this one sold food Notice the coffee bean grinder next to the radiator at the left.

r") Q. The Opera House

If you had 75 cents and could But fire laws said movie houses travel back in time to the turn of had to be on the ground floor, so the century, you could buy a some opera houses were torn ticket to a show at the opera down or converted into business house in your hometown. An offices. Many still exist. You can opera is a drama set to music. check in your town to see if the There were only a few operas opera house is still there. presented.Theterm"opera by Nena Smiddy house" was used because the word"theatre" had a bad reputation with some citizens. With your ticket, you would climb the wide flight of stairs, enter, and choose a seat, perhaps near the kerosene footlights of the stage. The red and gold velvet curtain would .soon rise and the evening begin. Entertainment at the opera house included many plays, either by local talentortouringprofessional companies. Comedians, minstrels, vaudeville acts, lecture programs, acrobats, and magic shows also provided a pleasant evening for those who attended. Opera houses were used for TRAER OPERA HOUSE, ABOUT 1905. This opera house replaced the one that burned. other activities as well. Women's People sat on the main floor (sloped for better viewing), in the balcony, or in one of rights groups, farmers' the four boxes. organizations, and church clubs held public meetings there. The large space was just right for dances,concerts,andschool graduation exercises. If you had only a nickel for your travel back in time, you still would not have to be disappointed. By waiting just a few years, you could see a dream on a silver screen, but you might not see it at the opera house. Motion pictures put the opera houses out of business. Some of them were remodeled into movie houses.

minstrel n. - a person belonging to a troupe of musical performers. vaudeville a - a variety show. SISTER'S OPERA HOUSE, NEWTON, ABOUT 1880. It was torn down in 1935. 309 r TIlE CARROLL JIERALI).

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Ma4. 1020 .0055022 510 *5 2045555.2 l. 1*2 SPECIAL BAR6AINS C.Isb,Il.d -01--- ___ are offered to close up 1000005101555 deals and trades that ...-..-,. 5521 l* P0555.50.0 0 510li5S must be closed by. - 1551 2551. - 20. 0512015 Coal ft - - .4 255.2520ft -, 5a02510e.l err°5,4 55I0. 455_s15_s5ftO00_s00l & 21O. - LV. WLSE2TSOM .45.41*5.1*.120.10. March 1, 1904 I[ =__O= 160 ACRES 0005* 12155000000 loft lnile* 11001 MoreluvIl *00 4 enlee Ienm Toes. Webster censor. Inca. Good so. Se 55.10.1 51*515 *555 - 55. - 'lI bone,: tit *1*1111: 00011 gr00501 uod ones S. Walz - 1,0*: 0,0*1 celL .1.11 lesoi: lull plOPlSg 5;-s.=_12 oIl lone..1,11 eotwib Iotl. as_a_se-s i_s 40fl155*55I -*1 Ss...5. l'rint 6.11.10 f onto. ConeS 161.00 101 ACRES ==. Sb eidss from Uliddeo: oNo. 1 sod:aSoap Shoes *01010.00 pnm oem: only 6llsl0.4oh puymeol. E .Slt-i III yearn tIm? Oil l,nlonrr nO?, lee 0t51. . iS 105. , 2102 1CR ES III Lmn:oyoluIl *00011. Mbsa.oln: 410 sod., -, vs.IS ,mb II. under culI:voilne: finely improved: eeeel O10 14*ft..4.1.41. ** 1,1* 1000cr.Cbeup 01 541.00 per aunt. boO .111 .,lt 101 fi31.00 per attn. 1.22.0 1&C V4,t717 240 .ICRNS TIE OLD IELIAOLE in l6.tc, onmlv0. M:enuuri: coed IWO start lull..:2.0202 10510: 0*5,r boildlso. ,00d: 501*5S.5OW. 12,11 1*11*011:1,011 .Otrrt.d. Leervob:sgfte.o r!T ARKETj kSO ISa .5.25*555.2. ft. p55_s. 551a55050 l5-. soil 5.2.I.frill sOIl toe *511. .nrtb *50 °° 0055pft102*I=_555t5O50.O IS) ACRES 1 Dr. I. L Woody _ft__:ft5ea0e*P5ft5_.a loot emily., le,olon,mnty e0000l 'V.cdsooCo., -:'°:::' Konaus. t',gbO in oil field: coed boos.: fair Ostoopithic ThysoczoL -=Il: nut buildiop.: soOt foot of moat, land nail: :-._: l1011flntn101 No.1 soil. koluI. Pitt. bOb Poor 6.12.10 per our,. mopeS $40 ttYi_W..1010 rconsumi Above lands are snaps 5T.i_. taft. . 05,_I i_0550s 05.1Mn 5501155 and must be sold to = = 51* lilt peck 550 (Steen. old tr....i V. - list 550.05.0 _I .12poo ..Ias.ss .5.a :.155S510 fashioned remedy fur con- close up deals I 5OfllliOfl. Eon plenty of N Ia.t.1.ftm1*. TO. 0_s - ...s.s .10ets S 10 ft 50.1 j pork." was the advice to the We have on hand Before Marth 1st. Bill 0 5. _ fta IS5552105'p ft_s _5__ _ S SC. consumptivejo andloft 0 55P0 45le5tP t year. .go. II V00 WOOS soup. I hove Ibee both io tonm 00,2 oil l.mdo. I .. ft.. - pi_ t. Os 10.0 Soft per1 is good ifs moo ft The idco A.I *5*. enn ones_h ii. D. H. PARK, Carroll, Iowa. 4.0. :::.: ..! ft 051* 0 .055054 5 S be os behind iiis thol lolis the O 555.0i1212.I Sne 51015 ft 555 If 0 * I - -.em- 45s_flI 055S0t h Pt ends _ _s.ftfts4_s5P5O0 150.155,5. 051. CT::2000o0 hold on There 0*14 UP. - s 5 - . ----- .*ta so 5555000 - I.e 0065. .s._s ton method of feediny fat 50 oa.e5I..a, 004 2555 °the 001 nIp Pock on - 10 a 50e10 s_ ...... - sSSO S e.aO. .SSaS: a MO ironglt (or sensitive atomooho. 5l15tesas5os.550_Isso°'ISco Em I h moon - YOUR 101811*108 :01.0 - ...... - :::::: 004 5 ft - s_ rehnedoffoss,supeuiolly - Vreea Day LWer C. ft..e I 55145. 1000 The Palace °i h fishbottlebut 0 .1.0.0.455.. ,T5AzvvmwILw *0.as00*5 $ Eololoion doe, more / Meat Makot r20.I a -' _os.i_5_sSh_ I_ shun thai. 12001 0 some- uuq dbypophost" Q.5d1ys5t A. 0. BLOh VEAL ESTATE or BUSINS DV. CODA C5 DELCO -S. "5'Ib.itoft new life ietn she fl.- 55550 5555 5.50 1505055 eteiteeak11portn sod boo 0 opened OSTEOPATHY - ko. 5511, 0. lilt CR03 POW 00 .1 5_IthndueooedIEs 055 00lMeos a 5002501. - _ - e 104 p.S. 00lIfls.sflq04l. IS 20.0.50,5 Si. 55050. ForSoocfIW3 ---- 4KI$ ..soaSo.5.e.SOmesS P55l05IS5e.S1._snc SCOTt' & Ue5I*4e1555. - -10 CNNE1.ICE ..-- POWDER 2*55001.0.5024. -.__._ 0.10 - 50 0 P5S_ 21, V. 'Po. 05.S Pa. 505. eossn .s I 4085 WOLL . 1

0 BEST COPY AVAILABLE Getting the News

"The time to advertise is all the at what is printed on the front at the turn of the century, the time, people never cease wanting page. The weekly issue of a newspaper was often the only something. The World enters the small-town newspaper was often source. The editor of a small- homes of people who trade at half-filled with advertising. The town paper could have a great Ackley." Thus proclaimed the rest was local news, which might deal of influence over his readers. banner of the Ackley World in mentionwho the new Editors tried to express ideas 1901.. schoolteacher was or who had that would be popular with their UnitedStatesnewspapers out-of-town guests. Newspaper readers. It was important to give have always served two purposes storiesoften focused on the what theybelieved was the as a community service that town's progressiveness. "right" point of view. When there provided "a free marketplace of Newspapers were often used were two newspapers, they often opinion," and as a profit-making as entertainment. Most papers represented opposite points of business.Editorswantedto published poems or short stories. view. Today's readersexpect educate their readers, but at the Sometimesnovelswere reporters to present both sides of same time they wanted to make published one chapter each an issue fairly, but early local money from advertising. week.. These were called serials. newspapers often reported in a A good way to find out what is Today we get our information biased and one-sided way. important to a community is to from many differentsources, by Jane Mitchell look at its newspapers, especially including radio and television. But

er I - ), __ et_ - '70,-- --:::",5:.:"4":.s --:-."..- ,,; -.--t- 4,"*":1.-:-..,=1. ':. ,,.1. i-4, , :' ... . < a ...--". 1 , ' -"" b.. 1 e. 8 co i-erT4I

THE PRESS Room OF THE BURUNGTON HAWK-EYE; ABOUT 1900. 311 The Ladies' Hatmaker

Feathers, satin ribbons, bits of talent to mix different colored patterns and fashion magazines lace, and artificial flowers greeted feathers, flowers, and ribbons in available,so customers could the entering customer's eye at artisticcombinations,while keep up with the latest styles. the millinery shop. It was one of carefully matching the shape and Sometimes milliners traveled to the most important stores for style of a bonnet to its wearer. the East to buy new merchandise women in a turn of the century There were few chances for fortheirshops. When they town. Women-usually wore a hat women toearna livingin returned they could share tales of or bonnet when going out of the business.Millineryprovided their travels with their customers house.Headgearcouldbe women a chance to do this.It and help the rural women keep in purchased at general stores or was part of their female world, touch with a larger world. throughmail-ordercatalogues, where women couldeasily Millinery shops became social but only a few styles were manage their own shops, while gathering spots. There were only availablefromthesesources. men owned and operated most a few places in a rural village Most women preferred to wear other stores. where women might get together individually designed hats from Millineryshops werealso to enjoy conversation, such as the local milliner. important because they linked church functions or while making Usually a woman owned and Iowa women withthe more formal afternooncalls.At the managed theshop,while stylish eastern cities. Rural Iowa millinery shop they could drop in designing and making hats to villages might be isolated, but anytime and talk with others who sell. The milliner used her creative millinerskeptcurrentdress might be there. by Christie Dailey

rtij row,44-4-;\- i ,4! ,120_

THE ADAMS SISTERS MILLINERY SHOP, IOWA CITY, 1913. 312 Down at the Station

.4411104. N

THE CENTRAL Crry RAILROAD DEPOT, ABOUT 1901. This photograph was taken from thetop of a railroad car stopped at the depot. The long wail of the steam-engine took a very long time for people whistle in the distance was an and things to get anywhere. By everyday sound to a youngster the turn of the century,train growing up in Iowa at the turn of speeds ranged from 10 to 20 thecentury.Yet,thissound miles per hour, and they could meant a great deal to the way of travelinalmost any kindof life of people everywhere in the weather.Railroadsbrought state. Even the smallest town had manufactured goods to towns in a link with the outside world if it Iowa, and they hauled away the had a railroad station. farm produce to the cities. No The telegraph officeat the longer did people have to rely on depot was the center for sending horsesandwagonshauling and receiving information. News goods over rutted dirt roads for storiescametothetown long distances. newspaper reportersover the Railroadtransportationeven telegraph wires. The mail, too, changed whatpeopleate.In came and went by railin soft wintertime, rail cars brought fresh canvas pouches. Guest speakers, fruits and vegetables from warmer politicians, and entertainersall places to Iowans who before had traveled from town to town in eaten only canned and preserved railway passenger cars. foods in winter months. Before the railroads came, it The Artisans

There were always some creative people doing business in those buildingsalongMainStreet. Silversmiths ran jewelry stores and repaired watches. Stonecutters crafted monuments for the cemetery. Shoemakers made a few shoes, but mainly sold and repaired factory-made footwear.Artists,notalways busy at portraits or landscapes, decorated woodwork in homes with graining, hung wallpaper, or became photographers. Their photographs became the pictorial historyforfuturegenerations. Every photograph in this issue is an historical record that shows something about how people dressed and lived.

graining n. - a painted imitation of the grain in wood or marble.

A GRINNELL

Portrait photographs were often made at a studio, where the photographer used props and background scenes. The Pharmacy

We know that the red and white rollingmachine werethe shaped spool. striped pole outside a building equipment used to make the But you can't wrap up an ice- meansthattheplaceis a medicationsfromtheraw cream soda or a sundae. Many barbershop. But did you know materials, such as plants and drugstores had ice-cream parlors or that glass globes or large bottles mineral salts. Then the medicines soda fountains with little, round- filledwithcoloredwater were packaged in glass bottles topped, spindly-legged tables and shimmering in the front windows and pillboxes with the druggist's delicate, curving, iron-back chairs. were the trademark of turn of the name on the label in gold letters. Or, maybe the cherry sodas and century drugstore? At the front of the store, display hot fudge sundaes were served at The drugstores or pharmacies cases contained a variety of articles a long, shiny, varnished counter of that time were usually owned brushes,fancybottlesof withtallstools.Quiteafew andoperatedbydoctorsor perfume,soap,pens,razors, drugstores today still have soda pharmacists. They prepared the scissors, and boxed candy. Often fountains, although chances are prescriptions in a separate room there was a cigar case, with a tip you can't get your favorite goody in the back of the store. Scales cutter and a match dispenser. for 10 cents anymore. and weights, mortars and pestles Purchases were wrapped in brown by Lisa K. Abel (used for grinding), measuring paper from a long roll and tied with glasses, a bottle capper, and a pill twine wound around a beehive-

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A DRUGSTORE SODA FOUNTAIN, ABOUT 1900.

315 Factories

A CIGAR MANUFACTURING PLANT AT AufA, Asour 1900. Some local industriesneeded only a small space for workers.

The pickle works, the glass and smaller manufacturers to go out pottery factory, the brick and tile ofbusiness.Cities hadlarge works smallfactorieslike populations that provided a good these produced their goods in supplyofworkers.Large towns all across the state at the manufacturerscouldproduce turn of the century. They sold great quantities of a product for a their products to people in the lower price than could small local region surrounding their location. factories. Even with the shipping The factories provided jobs for and national advertising costs, someofthetownspeople. the products made in Chicago, Farmington, with a population of New York, or Pittsburgh could 1332, had a canning factory, a undersell those made in Iowa. vinegar and pickle company, a Advertisinginfluenced a broommanufacturer,and a product's success, too. Buyers carriage and wagon works. began to insist on well-known, Eventually,thegrowing nationally advertised brands. industries in Eastern cities caused by Jane Mitchell

31 6 O.?

THE JACOBS, LANDIS, AND FOOTE POTTERY, COLESBURG, ABOUT 1900. Brick and tile manufacturerssupplied farmers with tile to drain low- lying, wet fields. When townspeople decided to improve their business districtthey paved the main street with brick and rep /aced old wooden business buildings with solid brick ones.

311 What: The spirit of H.H. Richardson. He's not What: Prairie School of architecture. You What: Is it a bird? Is it a plane? No, it's a a ghost, but a famous architect from Boston, can't go to this school. It's a building style house made of steel! It's called a Lustron Massachusetts, who lived from 1839 to famous by Frank Lloyd Wright, a famous house. About 2,400 were assembled in the 1556. Although most of his designed architect, who lived from 1567 to 1959. The United States between 1948 and 1949. This buildings were actually built in Chicago or on word "prairie" symbolizes the Midwest. was the time when many people moved from the East Coast, his designs influenced What to look for. Many of the homes are cities to the new and growing suburbs. buildings throughout Iowa and the Midwest in horizontal with long, flat or slightly angled What to look for Little houses made of big the 1550's and 1590's. roofs. Many have wide eaves (the roof parts shiny steel squares in gray, yellow. or aqua. What to look for. Heavy rock walls, arches that hang over the edge of a house) and lots The style: The creator Carl Stradlund over windows, fancy carved stone around and of windows. borrowed millions of federal dollars for the project. He leased a defense plant in Chicago above windows. The style: Wright wanted his homes to echo The style: Richardson's style became so the broad, flat prairie. His designs were most to make the Lustron houses. Each house was famous it was named after himit's a popular in the 1900's through 1920's, then shipped in 3,300 parts in a single truck and tongue twister. Richardsonian Romanesque came back in style in the 1940'5 and 1950's. bolted together when it got to its yard. (some say it: Richards Simmons-style!). What makes It special: Prairie School What makes it special: They never needed What makes It special: Architects used homes are designed to fit the environment. painting. Lustron homes were made for only local materials from Iowa to build Richardson- For example, the wide eaves shield snow. The two years because they became too expensive like homes and other kinds of buildings here. windows let in sun for light and warmth. to make on the spot. Their popularity didn't Where to find it: To see some Richardsonian Inside, there are big-open spaces for the last long. But just imagine living in a house of buildings, visit one of these Iowa towns: Sioux dining and living areas. steel! You could decorate your room with City, Ida Grove, Cedar Falls, Dubuque, and Where to find It: All over the United States, magnets. Davenport (just to name a few.) The photo although Wright i5 especially known for his Where to find it: At least 112 Lustron homes above is the Edinger House in Davenport built work in Chicago, Illinois, and its suburb, Oak can be found in Iowa. You can see some of them in Des Moines, Clarion, Iowa City, and in 1590. Park. Several Prairie School homes are in Iowa. You can see them in Mason City, Sioux City, Webster City. Des Moines, Clear Lake, and Newton. isco er el or oo Take a walking tour of your own neighborhood ora favorite neighborhood with a photocopy of these pages. Where are the homes located? How tallare they? What shape? Can you identify the house type? Check out the roofs,materials, and windows. Circle the details that you see. You may want to draw additionaldetails on a separate sheet of paper.

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3" 9 C ANALYZING YOUR BUILDING'S CHARACTER (excerpts from Preservation Brief #17 National Park Service)

An important step in understanding the history of your community is to analyze the community's historic buildings and identify the elements that give a building its visual historic character.

There are different ways of understanding old buildings. They can be seen as examples of specific building types, which are usually related to a building's function such as schools, courthouses or churches. Buildings can be studied as examples of using specific materials such as concrete, wood, steel, or limestone. They can also be considered as examples of a historical period which is often related to a specific architectural style, such as Gothic Revival farmhouses, one-story bungalows, or Art Deco apartment buildings.

There are many other facets of a historic building besides its functional type, its materials or construction or style that contribute to its historic qualities or significance. Some of these qualities are feelings conveyed by the sense of time and place or in buildings associated with events or people. A complete understanding of any property may require research about its style, construction, function, its furnishings or contents; knowledge about the original builder, owners, and later occupants; and knowledge about the evolutionary history of the building. Even though a building may be of historic, rather than architectural significance, it is the tangible elements that embody the building's significance for association with specific events or person and it is those tangible elements both on the exterior and interior that should be preserved.

A three-step process for identifying a building's visual character can be used by anyone to identify those materials, features and spaces that contribute to the visual character of a building.

Step 1:Identify the Overall Visual Aspects

Identifying the overall visual character of a building is nothing more than looking at its distinguishing physical aspects without focusing on its details. The major contributors to a building's overall character are embodied in the general aspects of its setting; the shape of the building; its roof and roof features, such as chimneys or cupolas; the various projections on the building such as porches or bay windows; the recesses or voids in a building, such as open galleries, arcades, or recessed balconies; the openings for windows and doorways; and finally the various exterior materials that contribute to the building's character. This first step involves looking at the building from a distance to understand the character of its site and setting, and it involves looking at all sides of the building where that is possible. Step 2: Identify the Visual Character at Close Range

This step involves looking at the building at close range or arm's length, where it is possible to see all the surface qualities of the materials, such as their color and texture, or surface evidence of craftsmanship or age. In some instances, the visual character is the result of seeing materials that contrast in color and texture. The surface qualities of the materials may be important because they impart the very sense of craftsmanship and age that distinguishes historic buildings from other buildings.

Step 3: Identify the Character of the Interior Spaces, Features, and Finishes.

Perceiving the character of interior spaces can be somewhat more difficult than dealing with the exterior. To understand the interior character, it is necessary to move through the spaces one at time. While it is not difficult to perceive the character of an individual room, it becomes more difficult to deal with spaces that are interconnected and interrelated. Sometimes, as in office building, it is the vestibules or lobbies or corridors that are important to the interior character of the building. With other groups of buildings the visual qualities of the interior are related to the plan of the building as in a church with its axial plan creating a narrow tunnel-like space which obviously has a different character than an open space like a sports pavilion. Thus the shape of the space can be an essential part of its character. With some buildings it is possible to perceive that there is a visual linkage in a sequence of spaces, as in a hotel, from the lobby to the grand staircase to the ballroom. The importance of interior features and finishes to the character of the building should not be overlooked. In relatively simple rooms, the primary visual aspects may be in features such as fireplace mantels, lighting fixtures or wooden floors. In some rooms, the absolute plainness is the character- defining aspect of the interior. So-called secondary spaces also may be important in their own way, from the standpoint of history or because of the family activities that occurred in those rooms.

322 GUIDE TO ARCHITECTURAL DETAILS

Building-watching is becoming a popular pastime as an increasing number of people research and explore their family and community histories. In the small cities and towns of Iowa and other midwestern states a great wealth of architectural styles and details can be found--frequently on the same building. In the 19th century, east coast architectural developments often took a decade to reach the midwest; local carpenters then adopted and adapted styles or features as Iowa they desired. Later building owners modified or "updated" State Historical buildings, adding features of newer, more popular styles. Department The results are rich mixtures of styles and details that present fascinating puzzles to the amateur architectural Division of the historian. State Historical Society The purpose of this technical sheet is to provide a guide to identifying architectural details.Because so Technical Sh11110 many midwestern buildings (especially private homes) com- Number 8 bine several styles, the building watcher needs to identify details and sort them into style categories in order to determine a building's major architectural influences. In- cluded with the detail sketches are a time chart of major 19th century style periods in the midwest, brief descriptions of the styles' chief characteristics, and a list of suggested readings for further information.

1800 1850 1900

Federal

Classic Prepared by Gothic Revival Ann H. Parks I and Major Loren N. Horton Second Empire Italianate Style Queen Anne Periods Richardsonian Romanesque

323 FEDERAL Roof & Cornice Details

Formal, symmetrical exterior. Graceful. Low hip or gable roof. Entrance with fanlight, side- battlement lights,-and pilasters. Simple window frames. Balustrade across front of roof. Jerkin sr. Roof C tett Tv:3 CLASSIC -rower Formal, symmetrical exterior. v-Delue cie ye Low gable roof with i. triangular 111011110 OIL =1 MI WAT"' pediments. rackets Simple, heavy cornice with den- OBI til trim. 33L14111! Porticoes (porches) with free- 30.1u stc ade. standing columns. C-epton Chimney Oculus or lunette Chimney windows in Pets pediments.

GOTHIC REVIVAL

Asymmetrical. Steeply-pitched gable roof. Columns Emphasis on the vertical: tall Cornice narrow windows, Friese pointed arches,

board and bat- Pico}iitroxe ten siding. Bargeboard on eaves cmeirn I Yftluhe and gables. Bay windows. Corin th'io.r%

ITALIANATE

Asymmetrical. Low hip roof, often with square Ikse tower or belvedere. Doric- 10 T1 C- Pttnt'n

324 Windows ITALIANATE (cont.) Wide eaves with large brack- Misrtin ets, often in pairs. Round arches on Sill doors and DOyu.) to Mai 101\ windows. Wrap-around porches or loggias.

Got\,;c. Fanlicjht SECOND EMPIRE

0 Symmetrical. Mansard roof, with projecting UE.1 central tow- Pilasters? er. Elaborately- carved mold- ings on win- CormeT dows, espe- Oculto cially dormer windows. Decorative shingles or slate o Mora° r Goble. Shea Eyobroo '3etkin kni I IN CICALA roof. ill QUEEN ANNE

Keysteme Asymmetrical. Cqe! INAIEW Steep, multiple Cowmen* roofs. Variety of wall treatments: clapboard, Voussott Uoc.k Arch Cornice Cte p Mottliti9 shingle, Qil i 1 brick, stone. /21.11. Bay and oriel windows, crown chimneys, towers, wrap- Setjmn-tal Swan's Neck Arches around porches. RICHARDSONIAN ROMANESQUE Massive, simple. Hip roof. Large, rough- Tad or Gett'oic. faced masonry. /Th Roman arches. Recessed ribbon windows. Use of parapets, Pal ad ;an 41.1CIOW coping, and Segmental Round battlement 121 Wall Details

Clapboard F;shseole SW,oqles gev.orp.,61.Sh: oc3les

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Suggested Readings

Bicknell, A.J. and W.T. Comstock Landmark Society of Western New York. Victorian Architecture Amateur's Guide to Terms Com- Blumenson, John J.-G. Identifzina monly Used in Historic Buildings American Architecture Meyer, R.P. D.J. Stith. J.M. Dean. Devlin, Harry. To Grandfather's A Guide to Styles: Styles and House We Go Designs in Wisconsin Housing_ Downing, A.J. The Architecture of Poppeliers, John. What Style Is It? Country Houses Whiff en, Marcus. American Architecture Fleming, John. Hugh Honour. Niklaus Since 1780 Pevsner. Penguin Dictionary Of Architecture Glossary of Old-House Parts. Old Acknowledgments House Journal. Historic Preservation Handbook. Patricia Eckhardt Historic Preservation Section, Margaret Keyes Georgia Department of Natural Gerald Mansheim Resources. William Silag

326. Preservation Briefs 17 The Architectural Character Checklist/Questionnaire

Lee H. Nelson, FAIA National Park Service

This checklist can be taken to the building and used to identify those aspects that give the building and setting its essential visual qualities and character. This checklist consists of a series of questions that are designed to help in identifying those things that contribute to a building's character. The use of this checklist involves the three-step process of looking for: 1) the overall visual aspects, 2) the visual character at close range, and 3) the visual character of interior spaces, features and finishes. Because this is a process to identify architectural character, it does not address those intangible qualities that give a property or building or its contents its historic significance, instead this checklist is organized on the assumption that historic significance is embodied in those tangible aspects that include the building's setting, its form and fabric.

Step One

1. Shape 4. Projections What is there about the form or shape of the building that Are there parts of the building that are character-defining gives the building its identity? Is the shape distinctive in because they project from the walls of the building like relation to the neighboring buildings? Is it simply a low, porches, cornices, bay windows, or balconies? Are there . squat box, or is it a tall, narrow building with a corner turrets, or widely overhanging eaves, projecting pediments tower? Is the shape highly consistent with its neighbors? Is or chimneys? the shape so complicated because of wings, or ells, or differences in height, that its complexity is important to its Notes on the Projections: character? Conversely, is the shape so simple or plain that adding a feature like a porch would change that character? Does the shape convey its historic function as in smoke stacks or silos? Notes on the Shape or Form of the Building: 5. Trim and Secondary Features Does the trim around the windows or doors contribute to the character of the building? Is there other trim on the walls or around the projections that, because of its decoration or color or patterning contributes to the character of the building? Are there secondary features such as shutters, 2. Roof and Roof Features decorative gables, railings, or exterior wall panels? Does the roof shape or its steep (or shallow) slope contribute to the building's character? Does the fact that the Notes on the Trim and Secondary Features: roof is highly visible (or not visible at all) contribute to the architectural identity of the building? Are certain roof features important to the profile of the building against the sky or its background, such as cupolas, multiple chimneys, 6. Materials dormers, cresting, or weathervanes? Are the roofing materials or their colors or their patterns (such as patterned Do the materials or combination of materials contribute to slates) more noticeable than the shape or slope of the roof? the overall character of the building as seen from a distance because of their color or patterning, such as broken faced Notes on the Roof and Roof Features: stone, scalloped wall shingling, rounded rock foundation walls, boards and battens, or textured stucco? Notes on the Materials:

3. Openings Is there a rhythm or pattern to the arrangement of windows or other openings in the walls; like the rhythm of windows in a factory building, or a three-part window in 7. Setting the front bay of a house; or is there a noticeable relation- What are the aspects of the setting that are important to ship between the width of the window openings and the the visual character? For example, is the alignment of wall space between the window openings? Are there buildings along a city street and their relationship to the distinctive openings, like a large arched entranceway, or sidewalk the essential aspect of its setting? Or, conversely, decorative window lintels that accentuate the importance of is the essential character dependent upon the tree plantings the window openings, or unusually shaped windows, or and out buildings which surround the farmhoUse? Is the patterned window sash, like small panes of glass in the front yard important to the setting of the modest house? Is windows or doors, that are important to the character? Is the specific site important to the setting such as being on a the plainness of the window openings such that adding hilltop, along a river, or, is the building placed on the site shutters or gingerbread trim would radically change its in such a way to enhance its setting? Is there a special rela- character? Is there a hierarchy of facades that make the tionship to the adjoining streets and other buildings? Is front windows more important than the side windows? there a view? Is there fencing, planting, terracing, What about those walls where the absence of windows walkways or any other landscape aspects that contribute to establishes its own character? the setting? Notes on the Openings: Notes on the Setting:

327 11 Step Two windows, hardware, wainscotting, panelling, trim, church pews, courtroom bars, teller cages, waiting room benches? 8. Materials at Close Range Notes on the Interior Features: Are there one or more materials that have an inherent texture that contributes to the close range character, such as stucco, exposed aggregate concrete, or brick textured with vertical grooves? Or materials with inherent colors such as 13. Surface Finishes and Materials smooth orange-colored brick with dark spots of iron pyrites, or prominently veined stone, or, green serpentine Are there surface finishes and materials that can affect the stone? Are there combinations of materials, used in jux- design, the color or the texture of the interior? Are there taposition, such as several different kinds of stone, com- materials and finishes or craft practices that contribute to binations of stone and brick, dressed stones for window the interior character, such as wooden parquet floors, lintels used in conjunction with rough stones for the wall? checkerboard marble floors, pressed metal ceilings, fine Has the choice of materials or the combinations of materials hardwoods, grained doors or marblized surfaces, or contributed to the character? polychrome painted surfaces, or stencilling, or wallpaper that is important to the historic character? Are there surface Notes on the Materials at Close Range: finishes and materials that, because of their plainness, are imparting the essential character of the interior such as hard or bright, shiny wall surfaces of plaster or glass or metal? 9. Craft Details Notes on the Surface Finishes and Materials: Is there high quality brickwork with narrow mortar joints? Is there hand-tooled or patterned stonework? Do the walls exhibit carefully struck vertical mortar joints and recessed horizontal joints? Is the wall shinglework laid up in patterns or does it retain evidence of the circular saw marks or 14. Exposed Structure can the grain of the wood be seen through the semi- Are there spaces where the exposed structural elements transparent stain? Are there hand split or hand-dressed define the interior character such as the exposed posts, clapboards, or machine smooth beveled siding, or wood beams, and trusses in a church or train shed or factory? rusticated to look like stone, or Art Deco zigzag designs ex- Are there rooms with decorative ceiling beams (non- ecuted in stucco? structural) in bungalows, or exposed vigas in adobe Almost any evidence of craft details, whether handmade buildings? or machinemade, will contribute to the character of a building because it is a manifestation of the materials, of Notes on the Exposed Structure: the times in which the work was done, and of the tools and processes that were used. It further reflects the effects of time, of maintenance (and/or neglect) that the building has received over the years. All of these aspects are a part This concludes the three-step process of identifying of the surface qualities that are seen only at close range. the visual aspects of historic buildings and is in- Notes on the Craft Details: tended as an aid in preserving their character and other distinguishing qualities. It is not intended as a means of understanding the significance of historical properties or districts, nor of the events or people associated with them. That can only be done through Step Three other kinds of research and investigation. 10. Individual Spaces This Preservation Brief was originally developed as a slide talk/methodology in 1982 to discuss the use of the Secretary Are there individual rooms or spaces that are important to of the Interior's Standards for Rehabilitation in relation to this building because of their size, height, proportion, con- preserving historic character; and it was amplified and figuration, or function, like the center hallway in a house, modified in succeeding years to help guide preservation or the bank lobby, or the school auditorium, or the decisionmaking, initially for maintenance personnel in the ballroom in a hotel, or a courtroom in a county courthouse? National Park Service. A number of people contributed to Notes on the Individual Spaces: the evolution of the ideas presented here. Special thanks go to Emogene Bevitt and Gary Hume, primarily for the many and frequent discussions relating to this approach in its evolutionary stages; to Mark Fram, Ontario Heritage Foun- dation, Toronto, for. suggesting several additions to the 11. Related Spaces and Sequences of Spaces Checklist; and more recently, to my co-workers, both in Are there adjoining rooms that are visually and physically Washington and in our regional offices, especially Ward related with large doorways or open archways so that they Jandl, Sara Blumenthal, Charles Fisher, Sharon Park, AIA, are perceived as related rooms as opposed to separate Jean Travers, Camille Martone, Susan Dynes, Michael rooms? Is there an important sequence of spaces that are Auer, Anne Grimmer, Kay Weeks, Betsy Chittenden, related to each other, such as the sequence from the entry Patrick Andrus, Carol Shull, Hugh Miller, FAIA, Jerry way to the lobby to the stairway and to the upper balcony Rogers, Paul Alley, David Look, AIA, Margaret Pepin- as in a theatre; or the sequence in a residence from the en- Donat, Bonnie Halda, Keith Everett, Thomas Keohan, the try vestibule to the hallway to the front parlor, and on Preservation Services Division; Mid-Atlantic Region, and through the sliding doors to the back parlor; or the se- several reviewers in state preservation offices, especially quence in an office building from the entry vestibule to the Ann Haaker, Illinois; and Stan Graves, AIA, Texas; for pro- lobby to the bank of elevators? viding very critical and constructive review of the manuscript. Notes on the Related Spaces and Sequences of Spaces: This publication has been prepared pursuant to the Na- tional Historic Preservation Act of 1966, as amended. Com- ments on the usefulness of this information are welcomed and can be sent to Mr. Nelson, Preservation Assistance 12. Interior Features Division, National Park Service, U.S. Department of the In- Are there interior features that help define the character of terior, P.O. Box 37127, Washington, D.C. 20013-7127. This the building, such as fireplace mantels, stairways and publication is not copyrighted and can be reproduced balustrades, arched openings, interior shutters, inglenooks, without penalty. Normal procedures for credit to the author 12 cornices, ceiling medallions, light fixtures, balconies, doors, rant;e National Park Service are appreciated. Sense of Place: Change for the Future ...__Redesigning Maquoketa

Grade Level

Weeks Needed0

Goals/Objectives/Student Outcomes: The students were asked to think of a project that would Sixth-grade students will study the needs of their improve the town. The class decided on the best project to be presented to the City Council. town and develop a project for the benefit of the town and its citizens. They will research their project, develop a rationale as to why the city council should act on it (this is to include cost, Procedure: benefit and a scale model) and present their ideas 1. Students discuss the issue of growth as it relates to their to classmates and the community. town and what changes they feel would benefit the residents. Changes could relate to various aspects of community life such Students will: as: recreation, transportation, housing, and business.

Apply problem solving skills to identify a need in 2. Students decide on a specific problem to work on. Working Maquoketa and formulate a plan to meet that need in teams, they tell why they intend to work on this problem Foster an atmosphere of respect and community and include the following information: by working together in teams to develop the best Who will benefit from this change? possible solution to the problem they have identified How long will it take to build or complete this project? Improve research and writing skills by presenting Give the estimated cost of the project and explain whether this a logical, well documented argument for their is expensive or inexpensive. project 3. Students draw their own design. Plans should be explicit Use a "real life" situation to become more famil- and in full color to enhance detail. Proposal needs to look iar with their town, its citizens, and the process of professional. problem solving in city government 4. Students submit their proposal to the city council.

Materials: Assessment of Outcomes: Supplies for each child: Students' work is assessed through use of a task checklist. 1. Task checkliststudent self-assessment They are given 1 or 2 points for their work in each area. The checklist includes: 2. Map of the area Statement of what needs to be changed in Maquoketa. 3. Graph paper Statement about why you want to work on the problem. 4. Informational brochure on the town Statement about who will benefit from the change (for 5. Large sheet of drawing paper instance, children, young adults, the elderly).

Statement about how long it will take to build/complete the Background: project (days, months, or years). The town of Maquoketa is growing. The Maquoketa City Statement about the estimated cost of the project. Council recently met and voted to investigate possible changes Whether paragraphs are indented and properly formatted. in the city that would meet the future needs of its residents. The city is developing a 10-year plan. All residents are encour- Correct spelling. aged to think creatively, identify problems, and develop possible solutions. All proposals must meet certain guidelines. Punctuation and capitalization. n (-1 Typed or written in ink.

Design is drawn in large scale.

Design is colorful (crayon, colored pencil, markers, etc.).

Design is neat, specific, and includes labels.

Name, hour, and "Social Studies" are written in lower right corner.

Scale

30-28 = A Excellent 27-24 = B Good 23-20 = C Satisfactory 19 = Redo

Extensions and Adaptations: "Simtown" by Maxis was used as an extension activity on the computer.

Some students may create a model of the town for display at the local historical society.

Resources: Information from the Chamber of Commerce.

3j0 Fine Arts and Culture

Grade Level41)

coClass Periods

Goals/Objectives/Student Outcomes: arts are not only for leisure time. People express their beliefs Students will: and opinions through paintings, sculpture, music, and literature. Even people who do not consider themselves artists often Understand the role played by the visual, per- have ways of expressing these creative ideas. Quilts, for forming, and literary arts in the lives of the Ameri- instance, often attest to the artistic expressiveness of the can people. women who make them. Farmers who paint designs on tools, choirs who sing in church, and coal miners who sing as they Learn about the creative process in the arts. work in the tunnels were expressing themselves through art.

Understand people have a variety of artistic The fine arts are an effective means for creating and transmit- tastes. ting the ideas and values of individuals and groups..Art brings to our lives a sense of beauty and causes us to think more Understand the need for freedom of expression so imaginatively about routine of our daily lives. All material that the arts are not to be used as tools of propa- culture has artistic characteristics, and all visual and aural ganda. expression might be considered a form of art. Whenever a Learn about the many expressive media used by person looks at something in a new way and lets another artists in their creative processes. person know about this new view or idea, then art has been created and shared.

Materials: Procedures: 1. Time to visit museums, concert and music halls, libraries, and This thematic lesson plan is intended to introduce this particu- other places to see the works of art and culture lar topic to students. The activities are intended to introduce 2. Proper paper and writing instruments to compose music, students to the process of inquiry that can be applied to the paint, engrave, and do other creative work in a variety of study Iowa history. In many cases the same activities can be mediums used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with 3. Books containing a wide variety of works of literature from other topical areas in this curriculum. various periods of time These thematic lesson plans underscore basic skills such as 4. Examples of a variety of kinds of needlework, and the reading, writing, communicating orally, and collecting refer- instruments to make each ence sources. Many of the activities will give students practice 5. Tapes and CD's of various kinds of music in using higher skills as in reading, writing, communicating orally, collecting reference sources and using a library; 6. Audio and video tapes or radio and television show, and distinguishing between primary and secondary sources; using movies charts and timelines; and developing vocabulary. The teacher can introduce higher level skills through these activities such 7. Artists who are willing to demonstrate their craft, talk about as collecting information from a variety of sources through it, and be interviewed by students about it observation and questioning; compiling, organizing, and 8. Newspapers and magazines that advertise fine arts and evaluating information; comparing and contrasting; drawing cultural shows conclusions or inferences from evidence; considering alternative conclusions; making generalizations; recognizing points of view; understanding how things happen and how things change; recognizing how values and traditions influence Background: history and the present; grasping the complexities of cause and When people have leisure time, they sometimes create art, effect; developing a chronological sense; and understanding music, and literature or enjoy that created by others. But the events in context. 331 Activities: 22. Show examples of works of art and literature that have 1. Visit an art museum to see the variety of art forms exhibited. been censored or objected to and discuss why this may have happened. 2. Visit a historical museum and compare its exhibits to those in an art museum.

3. Walk around your community and see the expressions of art Assessments of Outcomes: that are visible to the public at large. 1. Play a tape of music and identify the style and time period of the music. 4. Collect examples of current displays of paintings, sculptures, prints, engravings, and photography. 2. Read a play or selection from a novel and identify the style and time period of the literature. 5. Express yourself in oils, water colors, tempera, sculpture, engraving, photography, calligraphy, or design. 3. Read a poem and identify the style and time period of the writing. 6. Attend a concert and note the type of music performed and the origin of that style of music. 4. Show a piece of needlework and identify the materials used and the process of work. 7. Attend a movie and note the way the editing works to make the story flow effectively. 5. Show a painting or sculpture and identify the style and time period of the art work. 8. Watch a television show and see how the organization of the script is constrained by the time allotted to the show. 6. Show two movies or television programs from different time periods, and discuss similarities and differences in script and 9. Read a poem from the 19th century, read a poem from the production. 20th century, and compare the styles in which they were written. 10. Read or attend a play and write a report about the Extensions and Adaptations: differences in scripting and production of movies and television shows. Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at 11. Read a book of fiction or nonfiction, and write a report on various ages. Many of the listed activities can be used as art, how the author successfully or unsuccessfully captured and music, writing, math, or science projects. Be sure to draw on held the reader's attention. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 12. Gather as many examples as possible of the use of fiber, of community resource ideas. either for artistic expression or for practical use. Make a list of the types of fibers used, the method of fixing together the parts, and the use of color to ornament the product. Resources: 13. Practice writing the beginning of a play, a novel, a Contact the Iowa History Resource Center at the State Histori- biography, or a script for a movie or a television show. cal Society of Iowa for a list of books, videos, organizations 14. Practice writing a piece of music for a particular instru- and ideas for studying Iowa history. Write to: Education ment, or for the human voice. Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, Iowa 50319. 15. Read a famous speech from history, and practice delivering it as it might have been done at the time it was written.

16. Role play a scene from a famous movie, television show, novel, or short story.

17. Prepare a script for a radio show drama in which the voices must help the listeners visualize what is going on and who is doing the action.

18. Listen to tape recordings of old radio dramas to see how the techniques differ from today's television shows.

19. Take a series of photos with the intent of showing them in an artistic exhibit, rather than just for personal pleasure.

20. Perform some artistic production of your choice, from the visual, dramatic, music, literary, or other forms.

21. Interview local people who are skilled in quilting, knitting, crocheting, tatting, lace-making, appliqué, embroidery, or 3 3 2 needlepoint. Write a description of what they do. Grade Level 411)

coClass Periods

Goals/Objectives/Student Outcomes: passivity. We devote our spare time to countless different Students will: hobbies, sports, or other activities. We can accumulate our leisure time and often mark it by rules and formalities. Often Learn about the amount of spare time people we spend our spare time in special locations designated for used to have and the economic role of children leisure pursuits. The ways we celebrate holidays vividly earlier in our history. illustrate our attitudes towards spare time. Learn about changing tastes in music, art, drama, and literature during the past 150 years. Procedure: Learn about the varieties of organized games, This thematic lesson plan is intended to introduce this particu- athletics, and holidays during our history. lar topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the Learn about the objects and space necessary for study Iowa history. In many cases the same activities can be recreational activities in the past. used to explore the topic in a variety of Iowa history time Understand that our concepts of special occasions periods. This lesson plan can also be used in conjunction with and activities change over time. other topical areas in this curriculum. These thematic lesson plans underscore basic skills such as reading, writing, communicating orally, and collecting refer- Materials: ence sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating 1. Television and radio broadcasting guides for several time orally, collecting reference sources and using a library; periods distinguishing between primary and secondary sources; using 2. Newspapers and magazines that advertise spare time charts and timelines; and developing vocabulary. The teacher activities and holidays can introduce higher level skills through these activities such as collecting information from a variety of sources through 3. Time to look at television and listen to the radio observation and questioning; compiling, organizing, and 4. Samples of decorations, equipment, uniforms, and other evaluating information; comparing and contrasting; drawing objects used in spare time activities conclusions or inferences from evidence; considering alternative conclusions; making generalizations; recognizing points of 5. Photographs of people engaging in spare time activities view; understanding how things happen and how things change; recognizing how values and traditions influence 6. Tickets and programs from leisure time events history and the present; grasping the complexities of cause and effect; developing a chronological sense; and understanding events in context. Background: People have always had leisure time when they were not required to work. During their spare time people make choices Activities: about activities they want to pursue. We have more spare time 1. List the recreational and entertainment objects and activities today than in previous centuries because of post-industrial you have access to each day. changes such as the eight hour work day, the five day work week, more years of education, and higher disposable income. 2. List the types of activities you would most like to take part Leisure time has become so abundant that today there are in during each season of the year. people trained to help others better utilize their leisure time. 3. Discuss the special objects, equipment, and space necessary We may spend our spare time in active` pastimes, passive to participate in sports, music, drama, and literary activities entertainment, or recreation that combines activity and 3today. J 4. Discuss the differences between participating in an activity Resources: and watching other participate in that same activity. Contact the Iowa History Resource Center at the State Histori- 5. Discuss the cost of attending organized athletic, art, drama, cal Society of Iowa for a list of books, videos, organizations and music events in your area. and ideas for studying Iowa history. Write to: Education Coordinator, State Historical Society of Iowa, 600 East Locust, 6. Discuss the amount of money some people earn to entertain Des Moines, Iowa 50319. other people. Include music, film, television, plays, professional sports, painting, sculpture, books, magazine articles, poetry, and other things produced for the enjoyment of others.

7. Tell about your favorite holiday.

8. Tell how your birthday is celebrated.

9. Discuss the types of leisure activities that children might have participated in 150 years ago and at other times in our history.

10. Discuss the work requirements for children at earlier times in our history and how this affected their spare time.

11. Discuss the difference between doing something for fun and doing something as a job, even though the actual activities might be identical.

12. Discuss the origins of our holidays and how our celebrations have changed during the past 150 years.

13. Discuss how styles in music, art, literature, drama, and sports have changed during the past 150 years.

14. Discuss an athletic event, play, musical performance, or holiday celebration you have seen on television or heard on the radio.

15. List different kinds of magazines and publications that are specifically devoted to particular kinds of spare time activities.

16. Discuss the rules that govern various kinds of spare time activities.

Assessment of Outcomes: 1. Prepare a list of spare time activities and the times of day that you would participate in or watch them.

2. Write a story about the way children used their spare time at one point during the past 150 years.

3. Demonstrate some spare time activity that you enjoy most.

4. Draw a picture that illustrates your favorite holiday.

coClass Periods

Goals/Objectives/Student Outcomes: eating, studying, recreation and entertainment. Students will: Just as ideas about privacy have changed, so have ideas about bathing, shampooing hair, and brushing teeth. Some of us Understand the changes in ideas about sanitation believe that to maintain good health it is absolutely necessary over time. to bath daily, change our clothes each day, brush our teeth Understand the changes in ideas about privacy twice a day, and shampoo our hair every day. over time. . In late 20th century America personal hygiene has become very Learn about the ways to treat diseases and important. Earlier, when obtaining food and shelter occupied a injuries. large part of our daily routine, personal hygiene was quite secondary. Whereas until recently hygiene was of less concern, Learn about the attitudes towards medicine and certain important changes have increased life expectancy, drugs. decreased infant mortality, and drastically reduced communi- cable diseases. Moving toilets from outside the house to inside Learn about the evolution of rooms and buildings with plumbing was one such change. Concern about commu- devoted to maintaining good health. nity health and increased population that led to overcrowding may have brought about the shift to indoor plumbing.

Health care professions also have changed. There are now Materials: licensing standards for doctors and nurses, and controls on the 1. Telephone books, old and new purity of drugs and medicines.

2. Local directories, old and new 3. Photographs and illustrations of articles used for health and Procedure: sanitation This thematic lesson plan is intended to introduce this particu- 4. Newspapers, old and new lar topic to students. The activities are intended to introduce students to the process of inquiry that can be applied to the 5. Encyclopedias and other reference books study Iowa history. In many cases the same activities can be used to explore the topic in a variety of Iowa history time 6. Home health care books periods. This lesson plan can also be used in conjunction with 7. First aid manuals and charts other topical areas in this curriculum.

8. Diaries, reminiscences, novels, and stories about life in the These thematic lesson plans underscore basic skills such as past reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 9. Time to interview doctors, nurses, garbage truck workers, in using higher skills as in reading, writing, communicating landfill workers, architects who design health facilities, and orally, collecting reference sources and using a library; others distinguishing between primary and secondary sources; using charts and timelines; and developing vocabulary. The teacher can introduce higher level skills through these activities such Background: as collecting information from a variety of sources through observation and questioning; compiling, organizing, and Our attitudes about what constitutes socially acceptable evaluating information; comparing and contrasting; drawing behavior change, often for no identifiable reason. A century conclusions or inferences from evidence; considering alterna- ago entire families commonly lived in one or two rooms with tive conclusions; making generalizations; recognizing points of little privacy. In more recent times it has been common for view; understanding how things happen and how things families to live in situations where there are separate bed- change; recognizing how values and traditions influence rooms for each person, as well as separate rooms for cooking, 335 history and the present; grasping the complexities of cause and 21. Discuss the use of the term "bathroom" for a room in effect; developing a chronological sense; and understanding which many things take place not related to taking a bath. events in context. What are the other terms used to mean an indoor toilet?

22. Visit a local hospital and ask about the changes in facilities Activities: and procedures during the past hundred years. 1. Draw a floor plan of your house and indicate which rooms or areas are designed for activities related to hygiene and Assessment of Outcomes: sanitation. 1. List all local agencies and companies that deal with matters 2. List the natural dangers that face people today. of health, sanitation, and disposal of waste materials.

3. List the natural dangers that faced people a hundred years 2. Compare and contrast the changes over the last hundred ago. Compare and contrast the two lists. years in both attitudes and practices about hygiene and sanitation. 4. Write a story about the treatment of an accident victim a hundred years ago. 3. Write a report about the advances in medical knowledge and treatment during the past hundred years. 5. Collect photographs and other illustrations of fixtures, equipment, and utensils related to health and sanitation. 4. Make a list of human diseases and treatments for them.

6. Check the dictionary for definitions of health, hygiene, and 5. Draw a map of your community showing all of the facilities sanitation. that help people improve their health and sanitation. 7. Interview the local police and health officials about the laws that regulate matters of health and sanitation in your community. Extensions and Adaptations:

8. List laws that are designed to protect people from danger. Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at 9. For someone who has never heard of the activity, write a various ages. Many of the listed activities can be used as art, report that explains how and why you take a bath, brush your music, writing, math, or science projects. Be sure to draw on teeth, shampoo your hair, and clean and cut your finger nails. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 10. Write a report about the different attitudes toward hygiene of community resource ideas., and sanitation in different parts of the world.

11. List the ways in which late 20th century attitudes about privacy differ from those of a hundred years ago. Resources: 12. Write a story about life in an 1846 Iowa log cabin where Contact the Iowa History Resource Center at the State Histori- two families of 14 people live in one room for a year. cal Society of Iowa for a list of books, videos, organizations and ideas for studying Iowa history. Write to: Education 13. Write a report about the earliest development of sewers Coordinator, State Historical Society of Iowa, 600 East Locust, and indoor plumbing. Des Moines, Iowa 50319. 14. Interview local officials about the problems involved with trash and garbage disposal and what proportion of the municipal budget is used for these activities.

15. Draw pictures or make models of facilities, rooms, and buildings related to hygiene and sanitation.

16. Check the local telephone book for all the companies and stores that sell equipment related to hygiene and sanitation or that provide other services to help maintain good hygiene and sanitation.

17. Ask a nurse or doctor to explain and demonstrate first aid for injuries of various kinds.

18. Learn emergency techniques for dealing with accidents or injuries. 19. List all safety rules in your school and indicate why these 336 rules exist.

20. Write a short biography of a person who lived through a time of change from outdoor toilets to indoor bathrooms. Wild Rosie's Map PageMeet Wild Rosie, Your Official "Goldfinch Tour Guide" for a trip into Iowa's past.

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KEOKUK Early Hospitals The map above shows a few of Iowa's early hospitals. Often more than one hospital was located in AmesMary Greeley Hospital, 1916 larger towns. Council BluffsMercy Hospital, 1887 Look at another Iowa map. Write the name of the CrestonCottage Hospital, 1894 town by the hospital on the map. Then answer the DavenportMercy Hospital. 1869 following questions. Des MoinesMercy Hospital, 1894 Iowa CityUniversity Hospitals, 1873 KeokukCollege of Physicians & Surgeons, Medical 1. In what year was Iowa's first hospital opened? Department of the Iowa State University in 2. When was the Ottumwa Hospital opened? Keokuk. 1849-1850 Mason CityMason City Hospital, 1909 OttumwaOttumwa Hospital, 1894 3. What name most frequently appears in these Sioux CitySt. Joseph's Mercy Hospital, 1891 hospitals? Have you ever been to a hospital? Hospitals have not 4. What is the definition of the word? How does it always been around. In the nineteenth- and early- relate to hospitals? - twentieth centuries, most doctors went to patients' homes to take care of them. The switch from home care 5. What is the closest hospital to your house today? (It to hospital care is only one of the many changes in may not appear on the map.) medicine. QD

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337 Horse & Buggy Doctors

HE CARRIED his medicine chest with him as he climbed into the black buggy. It was beginning to rain and the doctor feared that the roads might turn into pools of mud. He didn't know if the horse would make it. He had about .4 50 miles to travel to see the sick Petersen baby. It would probably take most of the day to get there. Dr. Nathaniel L. Bunce was Marshalltown's """:.; new doctor in 1857. The 28-year-old doctor rode 7c,.4 his horse when the roads were too muddy to see sick patients in their homes. Bunce was one of Iowa's early frontier physicians. According to the 1850 United States These doctors perform an operation at St. Joseph Census, there was one physician to every Mercy Hospital in 1910. 355 people in Iowa. The territory was so large that doctors had to travel great distances to reach Over time the role of the doctor changed. their patients. Preventing disease and rehabilitating Most nineteenth-century doctors knew little (RE-ha-bil-eh-tate-ing; bringing back to a healthy about what caused diseases. The nineteenth- condition) the sick were added to the healing role century doctor could usually do the following to of the doctor. help patients: Iowa's first doctors were mostly males. A few Give valuable assistance at childbirth women were gradually admitted into medical Set broken bones schools and became doctors in the latter part of the Perform amputations and minor surgery nineteenth century (see "Doctors Wanted"). Extract teeth How did the world of medicine change for Administer quinine to malaria patients* doctors in Iowa? Vaccinate against smallpox** Give general, common sense advice about diet, "Scorpion Sting" Attack exercise, and environment. Pioneers often relied on home remedies to cure "Beyond this," writes historian Peter T. disease before they contacted a physician. The Harstad, "there was little else of value that most serious disease in frontier Iowa was called physicians could do for patients other than to be the "scorpion sting." Fever and ague (a gyoo; kind and understanding." Doctors like Bunce malaria) struck many homes. People could come worked by themselves and made house calls in down with chills and fever one afternoon, and die patients' homes. the next day. The symptoms included chills,

*Quinine (KWI-nine; a bitter medicine made from bark used **Vaccinate (VAK-se-nate; to introduce weakened germs of to treat malaria) a disease into the body to make it resistant to attacks of that disease). Smallpox (a contagious disease marked by fever and sores)

" 3 c3 fever, and lack of energy. was called the College of Physicians and "We could only eat when the chill was on us, Surgeons of the Upper Mississippi in Keokuk in being too sick when the fever was on," wrote 1849-1850. Granville Stuart. "I well remember how the cup The Iowa State Medical Society was formed would rattle against my teeth when I tried to that year. The society was created to bring respect drink... . Almost everybody in [the] thinly and professionalism to medicine. settled part of Iowa would have the ague part of the time....I can still see how thin and pale and Bleeding woe-be-gone everyone looked." Doctors were Physicians used simple drugs and instruments helpless to find a cure. compared with the drugs and technological A less serious, but annoying ailment was called advances used by doctors today. In the medicine prairie itch. "It was very amusing at times to see chests of most nineteenth-century doctors were a a whole family out around a log house, leaning stock of basic drugs: castor oil, bark. calomel, against the butt ends of the logs," recalled Elisha Dover's powder, and quinine. They also carried W. Keyes, "scratching first one shoulder and unusual instruments. "In case of fever, a patient then the other." Often the home remedy was was generally bled." noted one historian. "Every lotion made "from the roots of the skunk physician carried lancets (small knives) for this cabbage." purpose." It was believed that bleeding would relieve the body of disease. One doctor from Medical Training Sibley wrote that he always carried "a pocket Before the Civil War(1861-65),some people case of instruments, a few tooth forceps, an practicing medicine were not graduates of amputating case, and a pair of saddlebags." medical schools. But many young people What did these doctors do with their medicine studying to be medical doctors (M.D.'s) read chests? Practicing physicians often advertised books, attended medical lectures, served as their services in newspapers. One doctor's rates in assistants to older physicians, and observed Bloomington (now Muscatine) were: operations like amputations. First visit in town in the daytime $1.00 At the time, most medical students were trained Every succeeding visit .50 in Europe or in the East. Many doctors came to Visit in the night time 1.50 Iowa with medical degrees from schools in Bleeding 1.00 Kentucky or Ohio. Tooth Extracting 1.00 Later more schools opened in the West. The Attention on a patient all day or night State University of Iowa's medical department by request 5.00 opened in its current home in Iowa City in1870. Not all physicians were strict about collecting (The medical department existed before the their fees. Many doctors received food as opening of the hospital three years later.) It first payment instead of money. Dr. Campbell

339 1

In the 1950s polio was an epidemic that struck many homes. It was a virus that often caused paralysis. Some people. like this man. lived in artificial iron lungs. The artificial lungs helped a person ro breathe when the lung muscles were too weak. I

Gilmer, who lived three miles outside of medical tests. Patients are now treated with drugs Ft. Madison, rode and answered "all calls, dayor and surgery. night, no matter what the state of the weather, and Like mid-nineteenth century doctors, today's never made inquiry as to whether the patient was doctors also give vaccinations (vak-se-na-shuns) able to pay a fee." and regular physicals, and conduct scientific research. To become medical doctors,young men Today's Doctors and women must meet strict educational Today's doctors work as part of healthcare requirements. They study in college and medical teams. With the help of registered nurses, school for eight years. Additionalyears spent dieticians, dentists, pharmacists, and others, as interns and residents provide the needed most physicians work in group practice and experience to become doctors. hospitals. Men and women physicians have comea long Physicians diagnose illness by asking about a way in working to prevent illness since the days patient's medical history (past health and illness), when Dr. Nathaniel Bunce rode 50 miles in his performing physical examinations, and ordering buggy to see one sick baby.

340 by Paull Elmer Da school. He I could read f him. But as standing on "Elmer,' things from in? I need sc onion, some too!" "Aw, Ma, ufutlav%..; walked slowly toward the woods. "Yes. Now hurry up! We haven't got all day," his mother said smiling. "What is all this stuff for anyway?" he asked when he returned to the house. "Well, your sister's got a bad cold anda nasty cough," she said throwing another log in the stove. "So I'm going to make her a nicecup of slippery elm bark tea and an onion poultice (pole-tiss)." "What's a poultice?" asked Elmer. "A poultice is something warm and moist, like these onions I'm frying," she said droppinga spoonful of lard (soft, white grease made from hog fat) in the frying pan. "When they're good and warm, I'llwrap them in this old towel and lay it on your sister's chest. It will help her breathe easier." "Does she haveta drink that stuff, too?" "Yes, the slippery elm bark tea will help her cough and sore throat." "What are you doing with those dill seeds?" asked ACTIVITY Elmer. Can you match the home remedies (cures) with the "I'm grinding them up to put in a glass of water. symptoms (signs of sickness) that Elmer learned about Your little brother Howard has the hiccups, and this in this story? Draw a line matching the remedy with the will help him to get over them." symptom. "What's this stuff'?" Elmer asked pointing to two (1) Slippery elm bark teaStomach ache cups of steaming black liquid. (2) Blackroot tea Cold & congestion "That's blackroot tea," replied his mother. "Your (3) Dill seeds Poison ivy brother Jonathan says his stomach aches, and it won't (4) Onions & lard Hiccups hurt for you to drink some also." (5) Baking soda Cough & sore throat CEO

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In nineteenth-century Iowa, some women worked as nurses. Few were doctors. What barriers prevented women from becoming doctors? by Sharon E. Wood When Delia Irish was a girl growing up in Wisconsin, she may have heard about Elizabeth Blackwell, the first woman in America to graduate from medical school. Elizabeth became a doctor in 1849, when Delia was seven years old. Delia might have decided then that she, too, wanted to be a doctor. In those days, there were not many places Dr. Delia Irishwas one of Iowa'searly women doctors. where a woman could study medicine. Even the college Elizabeth Blackwell had attended refused doctors at all. A medical professor at Harvard to admit any other women. So when Delia University in Boston, Massachusetts, wrote a finished high school, she began to study medicine book claiming that education for women would with a local doctor. That was the old way, but ruin their health and make them unable to have Delia wanted a modern education. children. In some places, the men in charge of A special medical college just for women had licensing doctors refused to give women doctors been founded in Philadelphia, so Delia decided licenses. Women were often barred from medical she would go there. She had to teach school to societies. earn the money, but in 1868, she finally became a doctor. Opportunities in Iowa With her new medical degree in hand, Luckily, things were a little better in Iowa. Dr. Delia Irish moved to Davenport to work as a Delia Irish was welcomed into the medical society doctor. She was one of only eight women in Davenport. And in 1875, she joined the state physicians in the whole state of Iowa. medical society. Many people did not think women should be When the medical school at the State

342 University of Iowa opened in 1870, both men and In women were allowed to attend. Women came some places, the men in charge of licensing from all over the United States to study medicine doctors refused to give women doctors in Iowa. Soon there was a woman on the board licenses. which licensed new physicians. Gradually, more and more women became Many women doctors became leaders of their physicians. From the table below, you can see communities. Dr. Jennie McCowen of Davenport supported many charities. She also how male doctors continued to outnumber women wrote for newspapers in Davenport, Chicago, and doctors in the nineteenth century: Cleveland, Ohio, and helped edit the state medical journal. Dr. Sara Pagburn Kime of 1870 1880 1890 1900 Ft. Dodge worked for better care for the mentally Women 8 73 128 260 ill. She and her husband also ran a hospital for Men 1,857 2,962 2,923 3,749 people with tuberculosis. Dr. Margaret Abigail Total 1,865 3,035 3,051 4,009 Cleaves was a founder of the Des Moines Woman's Club. Later she moved to Pennsylvania This illustration from 1870 shows a class of youngwomen medical students at a lecture. 704114=...... f..,...-=111M.-L-,--- f

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343 where she was a pioneer in providing better care Drake University were harassed and insulted by for mentally ill women. male students. At first the medical school voted to end the problem by expelling all the women. But "In union there is strength" the directors of the university insisted that women Even though the number of women doctors had a right to study medicine, and the women continued to grow, there were still only a few were allowed to stay. Many of the women compared to the number of men doctors. A students did not feel welcome, so they left woman doctor might rarely get to meet and talk to anyway to go to other schools. another woman doctor. In 1898, some women From the days of pioneering women doctors decided that they could help each other be better like Elizabeth Blackwell and Delia Irish, women doctors by starting an organization. The Society made great strides in the medical profession in the of Iowa Medical Women was the first state nineteenth century. But progress did not continue medical woman's society in the country. at the same pace in the twentieth century. Many "In union there is strength," proclaimed medical schools continued to refuse to admit more Dr. Azuba King of Des Moines, one of the first than a few women. And women were not presidents of the organization. encouraged to become doctors. "Each must give the best that is in her for the In the 1970s, this began to change. More good of all," said Dr. Jennie Mc Cowen, women are becoming doctors today, and medical "standing shoulder to shoulder, and holding out schools gladly admit them as students. While hands of sympathy and helpfulness and good there are still many more men than women in the cheer to all newcomers." medical profession, the future has never looked The women met each year to discuss the brighter for women who want to be doctors. pleasures and problems of their profession and to learn the latest breakthroughs in medicine. ACTIVITY Sometimes they invited guests, like one of the Look at the table on the previous page. Then first women surgeons, Dr. Bertha Van Hoosen, to answer the questions below. give lectures at their meetings. 1. How many women doctors were in Iowa in 1870? Struggles Ahead 2. How many men were doctors in Iowa in 1870? It is not surprising that these women doctors 3. How many more men than women doctors felt the need to join together to support each other. were there in 1900? In spite of the growing number of women in 4. What was the first state medical woman's medicine and the acceptance many found in Iowa, society? some people still did not think women should be 5. Why did people think that women should not doctors. be doctors? Can you think of any other In 1897, some women in the medical school at reasons? CCD

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by Chris Annicella Did you know that many turn-of-the-century folks were into health fads? The big craze in exercise was bean-bag tossing and bicycling. Careful chewing and eating the new foodcorn flakeswas supposed to ensure perfect digestion. Bicycling was believed to cure asthma, diabetes, and other ailments. However, people feared that riding a bike might give you "bicycle face" or a set, strained look of tension caused by trying to maintain your balance. By the 1910s, the fitness craze dwindled. Today we're in the midst of another health and fitness craze. However, experts say this is more permanent because of medicine's focus on the prevention of illness. To help prevent disease and keep you healthy, we've collected a few basic health tips for kids:

A Fitness Test: How Fit Are You? Suppose you have a bus to catch and it is about three blocks away. What would you do? (a) Know that you could catch the bus in time and run for it. (b) Wonder if you could catch it, but run anyway. You might be pretty tired for awhile. (c) Not even try, because you know that you A could never run far enough to catch it. Your answer may give you a clue to how fit

.0 you are. As you, can see, fitness is not just for athletes. Being fit means that you can participate 2 in daily activities, like running without getting tired.

Television and Fitness Nutrition: Feel Good and Eat Whatis the first thing you do after school? Do Healthy you practice for a team sport? Do you walk with Have you ever heard the expression "you are your friends? Or do you take the bus home and what you eat?" It's true! Along with exercise, it is flip on the television until dinner? Expertsare important to eat the right foods to stay healthy. discovering that how you spend your leisure Food provides fuel to your body so you can time may indicate how healthy you are. study, play, run, and even sleep. *Before starting any new diet or exercise program, check with your doctor.

345 Highlights in Health Timeline

1830s Timothy Mason's, Iowa's first drugstoreopens in Dubuque 1830 1849 1840 Iowa's first hospital opens in Keokuk 1850 1880 Iowa State Board of Health created 1860 1881American Red Cross organized by Clara Barton 1870 1895 X rays discovered 1880 1910First White House Conferenceon Child Welfare 1890 1912First vitamins discovered 1900 1918Influenza epidemic 1910 1920Iowa's first visiting nurse service begins in Davenport 1920 1928First antibiotic drug, penicillin discovered 1930 1940 1948 Framingham, MA heart disease study begins. Researchers 1950 find that over time some lifestyle habits (like smoking)can 1960 contribute to heart disease. 1970 1953Polio vaccine discovered 1980 1954First organ transplantkidney 1r!90 1982First implant of a permanent artificial heart

Look at the timeline. Answer the following questions by fillingin the blanks after the questions.

1. When diIowa's first drugstore open? 2. What stae agency was created in 1880? 3. Where s Iowa's first hospital located? 4. Who heled to organize the American Red Cross? 5. What winvented in 1895? 6. When dithe influenza epidemic begin? 7. What was the first successful organ transplant inAmerica? 8. How many years later was the first permanent artificial heartimplanted? 9. What did researchers learn from the Framingham study?

10. When was the polio vaccine discovered? Kay Chambers

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349 Making a Living

Grade Level Class Periods0

Goals/Objectives/Student Outcomes: laundry, and other household tasks that must be done but for which we receive no special pay. Students will: Education and training necessary to make a living have Understand the many ways people support changed a great deal. In earlier cultures people learned their themselves and their families. skills from their parents or other relatives, or as apprentices to Learn about the different tools, utensils, and skilled workers. Today fewer people learn how to make a living costumes used by people in their jobs. from older relatives or friends and many professions and occupations require graduation from high school, college, or Realize the many different kinds of compensation graduate schools. people receive for different kinds of work. Seasonal variations are less as important in industrialized Learn about the types of preparation needed to countries than in agricultural societies. Today the daily routine secure jobs and where such preparation can be for different sorts of professions, occupations, and jobs are so obtained. varied as to defy generalization. We still have to make a living, but we do so in ways that vastly differ from those in previous Understand the roles that age, gender, race, and generations. other biological factors play in securing and keeping employment. Procedure: This thematic lesson plan is intended to introduce this particu- Materials: lar topic to students. The activities are intended to introduce 1. Newspaper want ad sections, old and new students to the process of inquiry that can be applied to the study Iowa history. In many cases the same activities can be 2. City directories, old and new used to explore the topic in a variety of Iowa history time 3. Time to look at television programs periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum. 4. College and other school catalogs These thematic lesson plans underscore basic skills such as 5. Photographs showing people doing work reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 6. Magazines, old and new in using higher skills as in reading, writing, communicating 7. Business advertisements that show products orally, collecting reference sources and using a library; distinguishing between primary and secondary sources; using charts and timelines; and developing vocabulary. The teacher can introduce higher level skills through these activities such Background: as collecting information from a variety of sources through The activities by which people make a living can be divided observation and questioning; compiling, organizing, and into several categories, including professions, occupations, evaluating information; comparing and contrasting; drawing jobs, and work. A profession requires relatively specific training conclusions or inferences from evidence; considering alterna- over a longer period of time. People may participate in tive conclusions; making generalizations; recognizing points of occupations for a long period of time, but occupations view; understanding how things happen and how things generally require "on-the-job" rather than formal training. change; recognizing how values and traditions influence Jobs may require no training at all, and may last for short history and the present; grasping the complexities of cause and periods of time. Work is unpaid effort without which life would effect; developing a chronological sense; and understanding be more difficult. Examples of work include mowing lawns, events in context. shoveling snow, washing dishes, vacuuming floors, ironing 30 Activities: Assessment of Outcomes: 1. Discuss the definitions of jobs, occupations, professions, and 1. List occupations by which people make a living in your town work. What are the similarities and the differences? or county.

2. Portray in two- or three-dimensional form an occupation or 2. Draw a chart that shows which occupations in your area are profession that you would like to pursue as an adult. predominantly performed by women, and why; those that are predominantly performed by men, and why. 3. List differences between work in each of the four seasons. 3. Display models or drawings of tools, utensils, and machines 4. Write the daily schedule of an adult worker. used in occupations that were common a hundred years ago. 5. Review the want ads in a daily newspaper and compare the 4. Prepare sample advertisements to recruit workers for a job types of jobs for which there seems to be the most demand. and sample advertisements to sell work products. 6. List occupations that were common a hundred years ago but 5. Interview a worker and write a report about the training and which no longer exist. _ skills involved in the job. 7. List occupations that are common today but which did not exist a hundred years ago.

8. Prepare a report on job-related courses that can be taken in Extensions and Adaptations: the high school in your district and explain how the courses Most of the activities listed under procedures can be easily can help a person get or keep a job. adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, 9. Examine issues of old newspapers and city directories to see music, writing, math, or science projects.te sure to draw on what occupations and jobs are mentioned. teachers within your school and resource people in your 10. Read historical biographies from your county to see how community. The folklife section of this curriculum provides a list individuals described their work. of community resource ideas.

11. What institutions of higher education exist in your state? What professions require a degree from a two-year college; a Resources: four-year college; a graduate school? Contact the Iowa History Resource Center at the State Histori- 12. Make a chart of the number of years of training or educa- cal Society of Iowa for a list of books, videos, organizations tion needed to gain employment in at least ten selected and ideas for studying Iowa history. Write to: Education professions and occupations. Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, Iowa 50319. 13. Prepare a bulletin board display of illustrations showing a variety of people at work.

14. List the types of jobs that have been associated with physical danger.

15. List occupations that traditionally have been performed by women; by men. Discuss the reasons for these differences based on gender. Have these occupations always been primarily performed by one gender or the other?

16. Compare the products and services that result from a variety of jobs and list them as necessities or as luxuries.

17. Watch a television show that portrays occupation and work situations and write evaluations of whether the portrayals are realistic.

18. Prepare a model fictional resume that would impress a prospective employer.

19. Pair into teams and role play a job interview situation.

20. Find examples of paintings and music that have a work or occupation theme.

21. Prepare a report on geographical variations in occupations and discuss reasons for the differences.

351 Badges of Pride: Labor in Iowa

:7.: !.

Grade Level411

coClass Periods

Goals/Objectives/Student Outcomes: dustrial workers. By the late 19th century, workers were depicted as victims of industrialization, wearing overalls and mechanic's Students will: hats. By 1900 trade unions often used a picture of two hands Gain an awareness of the history of American la- clasped in a hand-shake to represent solidarity. Some unions held radical views and called for a restructuring of society. An arm and bor and Iowa's role in that history. hammer often symbolized these groups.

Recognize various symbols and images that Sometimes portrayals of workers were negative, showing labor represent workers. unions and workers as obstacles to progress. Immigrant, African-American, and women workers were sometimes depicted Identify job opportunities available to Iowa as unflattering stereotypes. In the 20th century, the factory women. workeror the "working stiff"became the image for labor. Use the hands-on activities to experience various To encourage productivity and loyalty during World War II, posters job skills. emphasized workers' strength. Later, artists used the symbols of the construction worker and the hard hat to represent labor. Today, labor symbols and advertising show that unions are for everyone, regardless of race or gender. Materials: Unions have been successful in Iowa from the mid-19th century to 1. Magazines the present. John L Lewis, a man from the Iowa coal fields, was an 2. Scissors and tape important national labor figure from 1920 to 1960, when he was president of the United Mine Workers of America. He also founded 3. The Goldfinch articles and worksheets the Congress of Industrial Organizations (CIO).

4. Newspapers As Iowa's industrial base expanded in the 1930s and 1940s, laws affecting workers were passed at the state and federal levels. After the passage of the Wagner Act in 1935, unions gained the right to bargain collectively. In 1947, when the Iowa legislature was enact- Background: ing a "a right to work" law, thousands of workers took a "holiday" How workers view themselves and how others view them reflects to protest at the state capitol. both the changing relationships among workers and the changing attitudes of their observers. By 1900 increasing numbers of women were seeking employment outside the home. Many of these women were young and single. Artists, advertisers, publishers and politicians often have depicted They discovered that some jobs, considered inappropriate for labor" as a distinct group of people. To promote their own inter- women, were unavailable to them. Women most frequently found ests in the workplace and the community, workers formed organi- jobs in industries making garments, candy, buttons, and mat- zations. Many workers, proud of their accomplishments, had their tresses. Others worked as clerks in shops and offices. Women were portraits painted. These portraits often depicted the workers with often hired because employers could pay them lower wages and their tools and work clothes. This illustrated their status in the because women were less likely to unionize. community, and expressed the prevailing sentiment that the future of the United States depended on its workers. It was commonly thought that women did not need to earn higher wages because they could be supported by husbands and fathers. The development of photography allowed more people to have In reality, many women supported their families, sometimes all by their portraits done. By the end of the 19th century, more workers themselves. Women often became clerical and community workers. chose to be photographed with their families instead of their tools. Iowans found work in a variety of businesses and industries. Cer- This underscored the declining status of the worker in a society tain jobs, such as coal mining, were dangerous. Sometimes it took where status was based on wealth rather than an occupation. a disaster, like the one at the Lost Creek Mine, to improve safety Popular images have influenced the way Americans view labor. measurers. Railroad workers were among the first to organize Early artisans adopted symbols used by European craft guilds to unions in Iowa. A long tradition of book, magazine, newspaper, show commitment to their craft. The artisans of the late 1700s and calendar publishing in the state created jobs in the printing were represented by leather aprons, a symbol of skill and respect. trades. Workers such as carpenters in the building trades con- After the Civil War, groups like the Knights of Labor organized instructed buildings, bridges, and other structures around the state. 352 Vocabulary Assessment of Outcomes: Some of the terms below were coined in the 19th century when Complete interviews with parents and grandparents and develop a men were by far the predominant trade workers. The following vo- master chart of occupations. Have students hypothesize why cer- cabulary therefore reflects this male bias. tain occupations are mentioned and others are not. Help them compare and contrast occupations in past time periods with Apprentice: A person learning a trade or occupation. today's occupations. Have them extrapolate from their observa- Artisan: A person manually skilled in making a particular product. tions and project what occupations will exist and what labor unions will be like in the next century. Brotherhood: All members of a specific profession or trade; an association of people united for a common purpose.

Capitalist economy: An economic system in which individuals Extensions and Adaptations: or companies, rather than government, own most factories and Have students perform the play "STRIKE!" from "Labor in Iowa," businesses, and laborers produce products for a wage. The Goldfinch 10 (February 1989): 10. Guild: A medieval association of artisans. Have students research labor issues in their county or community. Journeyman: One who has served an apprenticeship and is a Look on the reference shelf in your library for the Directory of Iowa qualified worker in another's employ. Manufacturers. Ask who is the biggest employer in your community. What would happen if the plant was closed? If workers could Labor: Workers, the laboring class; the trade union movement. not find other jobs, discuss what impact this would have on other businesses in the community. Master: A worker qualified to teach apprentices and to carry on his or her craft independently. Solidarity: A union of interests, purposes, or sympathies among Resources: members of a group. "Early Manufacturing." The Goldfinch 2 (November 1980). (SHSI) Strike: To cease working to obtain specific conditions from an employer. George Gerson Korson. John L. Lewis, Young Militant Labor Leader. Indianapolis: Bobbs-Merril, 1970. (Children's book) 200 pp. illus. Stereotype: An image or idea that is considered typical of a (SHSI) group, but may not be true of individuals in the group. "Labor in Iowa." The Goldfinch 10 (February 1989). (SHSI) Trade: Occupation, especially one requiring skilled labor; craft. "Working Women in Iowa." The Goldfinch 8 (November 1986). Trade union: A labor union or an association of trade workers to (SHSI) promote and protect the rights of their members. Harry Booth. "You Got to Go Ahead and Get Killed: Lost Creek Re- membered." The Palimpsest 71 (Fall 1990): 118-125. (SHSI, PL) Procedure: Merle Davis. "Horror at Lost Creek:A 1902 Coal Mine Disaster." The Palimpsest 71 (Fall 1990): 98-117. (SHSI, PL) 1. Ask students to read introductory material from The Goldfinch. Mary Allison Farley. "Iowa Women in the Workplace." The Palimp- 2. When people introduce themselves to others they often began sest 67 (January/February 1986): 2-16, 21-27. (SHSI, PL) by describing what they do for a living. This indicates that for many people, their job is an important part of their identity, like their Dorothy Schwieder. Black Diamonds: Life and Work in Iowa's Coal name. Ask students how this compares to past attitudes about Mining Communities, 1895-1925. Ames: Iowa State University work. Encourage students to ask their parents or some other adults Press, 1983. 203 pp. (SHSI, PL) to describe themselves to you as though you were meeting for the first time. Ask students to see if they include information about "Perspectives on Sioux City." The Annals of Iowa 50 (Fall 1989/ their work. Winter 1990). (SHSI, PL).

3. Have students interview parents, grandparents, and H. Shelton Stromquist. A Generation of Boomers: The Pattern of great-grandparents about the jobs they have held. Students can Railroad Labor Conflict in Nineteenth-Century America. Urbana: bring their findings to class and with their classmates develop a University of Illinois Press, 1987. (SHSI) master chart of years and occupations. Have students study the The Last Pony Mine. (16mm film) Iowa State University, 1971.23 chart to see if they can draw any conclusions about labor from the min. (Area Education Agency, State Library) chart. Yesterday and Today: The Labor Movement in Iowa. (16mm film) 4. Make a book of images that represent labor. Students can do 1978. 23 min. (State Library) their own illustrations based on what images they can find in newspapers and magazines. Use the bibliography of resources to think of more ideas. What symbols could be used to represent workers in the 1990s?

5. Some Iowa industries have experienced strikes, plant closings, and layoffs. You can read about these events in newspapers. Check your local library for microfilmed newspapers for the years 1935 to 1940 to see if your area was affected by a strike. Discuss the following questions with students: Why were the workers on strike? What were their needs? How did the company owners respond to 353 those need? How did the strike end? Voices From the Past WHY DO PEOPLE join unions? How do unions work? How do they assist employees? How do unions help communities? The Iowa Federation of Labor, AFL-CIO conducted one thousand interviews with Iowa workers to find the answers. The following excerpts are from the Iowa Labor. Oral History Project and are used with the kind permission of Mark L. Smith, Secretary-Treasurer, Iowa Federation of Labor, AFL-CIO.

The following excerpt is from an interview with a Keokuk worker. Why was a union formed at his company? "When we formed a union in the 1930s, the 13 Maytag washing machines had a seamless washtub things we were looking for were better working which made them popular. This photograph of a conditions and better wages. That's what caused Maytag employee was taken in 1938. The same year a us to organize. We had nofringe benefits. We had strike was called at the Newton plant. The Iowa National Guard was called out for the strike. no vacation pay. "I remember one time I got laid off, and I had fellow that I worked for was a life-long resident of more seniority than my father. But the company Burlington and a striker that went on strike in would keep him working during the slack periods, 1922 at the railroad shops. He raised so much and I'd be laid off. It happened throughout the trouble with the company for taking advantage of plant. If management liked the color of your hair, a kid that they did raise me to thirty-five cents an you got to work. If you were a good friend of the hour. They was only giving me thirty because I boss, you could work." was single and a teenager...."

What do you think caused this former worker at An industrial worker from a Quad Cities plant a chair factory to join a union? joined a union in 1940. Why did he join? "I was a teenager, and they was paying me "Well, working conditions were mighty bad. thirty cents an hour. The older people that was Things weren't cleanrestrooms, machinery, doing the same job was getting thirty-five. The work areas were in bad shape. Lighting was bad.

3,54 There was no heat.. ..It was terrible working of the ways unions have helped to improve the there. That's one of the first things the union got. quality of life. What are they? We got the union in and the first thing we did was .. . Our educational system is a great clean the shop up." beneficiary of the labor movement because we insisted that education be made available for all How did this Waterloo woman and other kids. [Unions] took the kids out of the shops. The employees of a large department store form a child labor laws are really an outgrowth of the union? labor movement. "We organized very hush-hush. We started "Without the labor movement negotiating for probably around July 1959. One of the girls better wages and working conditions. ..two- contacted a man fr6m [a retail department store thirds of the people ...wouldn't have all the union] in Cedar Rapids, and he helped us get conveniences they've got now. They wouldn't organized. He talked to us away from the store, and then we met in one of the hotels near the store, and that's where our group organized. Most of our husbands were union members, and this, of course, spurred us on. We had backing from them. ... "We asked the company to let the union in. Of course, they tried to keep us from getting the union. They tried to discourage us in every way, shape and form. They threatened us that we'd lose our jobs and things like that. We finally had the election, and we won, and there was no way they could keep the union out. The vote for the union was overwhelming. It covered the girls that worked in the coffee shop and the tea room, as well as those of us that worked in the store. "When we finally got organized enough, we presented a list of demands. We were asking for a forty-hour work week, with time-and-a-half'over forty hours. A dollar an hour was what we were asking for in wages. And we wanted some sort of insurance benefit." Everyone in a family is affected when workers strike. In the 1961 strike against the Sioux City Dressed Beef Company, kids and parents alike picketed the A union member from Waterloo recounts some company.

355 movement demanding that hungry people be fed. Because of the labor movement, working people can afford health insurance, life insurance, home insurance. My dad didn't even know what the word 'insurance' meant. There wasn't such a thing for the poor farmer or working man when he died in the early 1930s.. ..

Many union members sponsor a wide variety of activities to improve community life. A union I -a62.-Aliadrig1111111111Indll member from Burlington describes some of her k local union's community work: "We sponsor Little League ball teams, both a boys' and a girls'. We sponsor a few bowling LOCKCL LOCKED 6Cnaka, leagues for both men and women. . . .Right "72.0 OUT now, the Women's Committee of our local is in OUT the process of setting up a scholarship program at the local community college for any young person who wants to learn more about the labor fs movement. .. " -

z -4-7 ,-,;'-.=:,..at-.7. Workers don't sit around when their union goes on A Cedar Rapids woman tells about the strike. Like these 1961 Sioux City strikers, some community activities of her local union. Are people picket, wear sandwich boards, and talk to unions in your area involved in community others in order for the strike to work. activities? If so, what?

have bathrooms in their homes, electricity ... or "Our people become involved in all sorts of

refrigerators. ... community affairs. We have people who are "The American people are much healthier now involved in the Kinship Program. That's a than when I was a kid. Our unions cleaned up program sort of like the Big Brother and Big Sister these plants [that is, those that sweated labor from programs, where you take a.child or young person children and were dirty, ugly, unsanitary and under your wing, and you donate some of your unsafe workplaces.] They've cleaned up the mills time to helping the child. You can take the child to and garment shops. your home or take her/him out to places and be "Food stamps are a result of the labor friends with her/him." *4 Coal Mine Map This is a historical map showing! the Consolidation Coal Company mines in southeastern Iowa. It shows railroad lines. political boundaries (such as county lines), and some towns that no longer exist. Answer the questions below by filling in the blanks.

1. Find Buxton on the map. What county is it in?

2. Consolidation Coal Company towns were located near mines and railroad tracks. Which three towns were owned by the company?

3. Why are the coal mining towns by railroads?

4. What political boundaries does the Des Moines River pass through?

5. What direction would you travel from Buxton to Haydock?

MAP CHALLENGE: Look at a current Iowa map. Which towns on the Goldfinch map still exist today?

COUNIY UNES

CHICAGO AND NORTHWESTERN RAILROAD

CONSOLIDATED COAL COMPANY MINES To Belle Plaine MAHASKA COUNTY TOWN LIMITS

MARION COUNTY Oskaloosa Beacon 7 Wright 147f

Bussey

Marysvilleo Hamiltonto Eddyville KEOKUK COUNTY

r- WAPELLO COUNTY Lovilia

Frederic ° Chillicothe ci Hiteman Avery o Haydockal Ottumwa DAIbia MONROE COUNN Childrentorkby Chris Annicella The horrors of working conditions for children employment for children under 14 in amusement were exposed in this poem called "Nursery places. Kids under 16 could not work in mines, Rhymes." It was first published in about 1911 in bowling alleys, or at dangerous occupations. the newspaper, The Progressive Woman. Many Some children in Iowa were not allowed to skip young people in the United States and in Iowa school because they had to go to work. Yet worked long hours in dark factories, on cold children working in agriculture and in street streets, and in dangerous mines. At the time some tradessuch as selling newspaperswere not employers said, "Why hire a man for a dollar protected by these laws. when you get a kid for a dime?" In the late 19th century many people thought Working on the farm that idleness (not working) was not good for In the late 19th century many children who children. If children were not in school, they lived on farms were kept out of school during the should be at work. Iowa children worked in coal spring and fall to help plant and harvest crops. mines, button and candy-making factories, Farmers thought child labor was an economic laundries, department stores, and other types of necessity. They believed they needed the extra shops. Boys sold newspapers on the streets of Des hands to help with the work. Moines and other cities. Girls worked as Farmers who could afford to employ extra domestic servantswashing, cleaning, labor often hired boys and girls to help with the cooking, and caring for children. Both boys and farm and domestic chores. For $1.50 per week girls worked endless hours on Iowa farms. hired girls cooked meals, cleaned houses, washed clothes, and took care of children. Hired boys helped to build fences, care for livestock, plant, Laws to protect cultivate, and harvest crops, and "do the States were slow to adopt laws to protect chores." children from injury and unhealthy working Many laws protecting children have been conditions. Iowa passed its first child labor law in passed since the days when Iowa children worked 1874. It stated that no females, and no males 10 hours a day, six days a week in dangerous under 10 years of age were allowed to work in jobs. But even today Iowa kids working on farms mines. The 1902 Factory Act prohibited any and in other jobs sometimes face dangers just as person under 16 and all females under 18 from youngsters did one hundred years ago. Almost cleaning machinery while it was in motion. But every week an Iowa child is seriously injured in an the law still allowed children to work if they agricultural accident. For information on safety signed a paper that said employers were not for children working on farms, send a self- responsible if the children were hurt. addressed, stamped, business-size envelope to: Gradually more protective laws were passed. Farm Safety for Just Kids, Route 3, Box 73, By 1915 a child labor law was passed prohibiting Earlham, IA 50072.

353 Strike! A Play to Read or Perform By Katharyn Bine Brosseau Cast: Narrators A-E *Isaac "Red" Oransky, 16 *Louis Lazarus, 14 newsboys *John Ronsky, 15 *Robbie Clayman, 13 EXTRA! EXTRA! Read all about it! *William Byrnes, a manager for the Daily Newsboys on strike! Why do people strike (stop News working at their jobs)? One reasonthey think *Lafayette Young, a manager for the Capital employers are unfair. In 1898 Des Moines Anna Oransky, Red's mother newsboys went on strike because they wanted to Abby Oransky, 17 1 Red's sisters make more money. At that time people bought Jenny Oransky, 12I their newspapers from children. Sarah Marsden, a customer The Capital and the Daily News were two Des Clara Tupper, 12, Jenny's friend Moines afternoon newspapers. To sell these Police newspapers, the boys first had to buy them. If they sold 100 copies of the Capital, they made one Note: The words in italics and parentheses (like dollar. If they sold 100 copies of the Daily News, this) tell the actors what they should be doing they made 40 cents. Read the play to find out why as they speak lines or what tone of voice they the newsboys went on strike. should use.

The characters with * by their names are real. ACT ONE We don't know exactly what they said, but the Narrator A: It is August 8, 1898. Lafayette events were taken from newspaper accounts. Young of the Capital sits around a table with the Props: newsboys. He has just told the newsboys that if table they wish to sell the Capital, they cannot sell any 6 chairs other afternoon newspaper. newspapers Robbie Clayman: Mr. Young, does this mean if I watermelon or orange rinds take your dime, I can't sell the Daily News whistle anymore? a few pennies Lafayette Young: No, Robbie. You can sell whatever morning paper you want, but I'm

0r' 9 offering you an extra dime per week to sell only ACT TWO the Capital in the afternoon. Narrator B: Out on the street, the boys gather in a Robbie (shakes his head): Mr. Young, I can't do circle. that. I sell both papers! Louis Lazarus: What are we going to do now? Young: No dime for you then, Robbie. (He looks Red: Don't worry. Young won't sell his own at Red Oransky.) papers. He needs us more than weneed him. Red (stands up and puts on his cap): Nobody John Ronsky: Let's ask the Daily News if they buys your rag! Newsboys know better than to sell will lower our price for their paper! it. You can keep your stinking dimes! Robbie: Yeah! We could tell them we will Narrator A: The boys throw the dimes back at boycott (or won't sell) the Capital if the Daily Young, who hides his head in his arms. News drops the price to us! Young (looks up): You'll pay for this, Red! Narrator B: The next day, Red talks to the Daily

Newsboys gathered in front of the Iowa City Citizen. This photograph wasmade from a film shot about 1923

360 tornittli ---011)010 viol "sil coressollYe:0,4 awl ""1" ACT THREE vq- view/. bol Narrator C: Later that night the newsboys sit at .-----"yed tbetTben tables in an alley by the Daily News and eat boil c4)15tIllegter6"Mot 0%0 .rnt sell, 1 rvso"bOrl watermelon. amity s. net II- Ole Louis (whispers): My pa says I've got to sell °eel Ornt t6 of eceo"cots Irtresgr ,nolesale Pr_vo con_ pretti newspapers. g coaPl.. boy. C s John: But Louis, you can't sell papers until the (urea 111'..,a,it. ow 1417, the%.64e4 bat- \ housing t-- Tnntaine report ot, oak , strike is over. 1,terd",tainvoig god LIT wail Louis (shows his full bag of papers to John): I've *joss t"0"etjonetiol611.., not\ ni%, at gait%Tut were bought the papers already. I'm going out tonight tnooalast`°Y.%ed It're"'ist0,60*.. to sell them. to of eito tim Itritu striathe OrreDe reatreupW4 John (loudly): Oh, no you're not! We've got to totetb,ld Pc" ia.te at 031- dansvit:tae4totaiosi1304ilAtrtAlrt/LS stick together, you traitoryou scab! IMY T` oas pas otl'ertl %podto Narrator C: The two boys wrestle. Copies of the Deo° ``Ito 60"0.r r't paper fly around the alley. The other boys jump "I`Vittsor Another Des Moines up. newspaper published an article about the strike Robbie: Get them! News newsboy manager William Byrnes. Narrator C: Louis heaves a watermelon rind at William Byrnes: I'm sorry Red. The paper John but hits a table. The other boys aim rinds at cannot drop its prices for you boys. Louis. John hangs onto Louis, who is trying to The boys are pretty upset. They won't like reach the end of the alley. this. We might just quit selling your rag. Louis: Let me go! I've got to sellmy papers! Byrnes (looking worried): I wouldn't do that if I Help! were you.. . Robbie: John, duck. I'm going to get him. Narrator B: Out on the street, the boys gather. (Robbie aims another rind at Louis but hits John). John: Let's just quit selling the papers! We'll go Narrator C: The boys hear whistles. Police try to out on a strike! break up the fight. It ends in a pulpy mess. The Robbie: If I don't sell the Daily News, how will police jail John and Louis for starting it. my little sister get shoes for school? ACT FOUR Louis: I'm worried about what Ma will say when Narrator D: Red finally gets home that evening she finds out that I can't help pay for food. after the fight. Red: We can't sell the Daily News. If we give in Jenny Oransky: Reddy! You smell likea too soon, Byrnes is going to think that we ain't got watermelon! backbone! He might even try to up our prices. If Anna Oransky (screeches): Isaac Oransky! that happens, we'll be worse off than where we What in the world? You look... started. Narrator D: Anna, Abby, Jenny, and Clara

361 begin to laugh. Watermelon rinds stick to Red's Sarah: I'll take one. (She pays Red and reads clothing and hair. aloud the story about the strike.) "Well, well, Red (quietly): Sorry, Ma. I tried to clean it off. well; the Daily News, Daily News we will not sell, Narrator D: Red explains about the fight. sell, sell..." Jenny: It must be fun to be a newsboy! I'd like to Red: We can't make a living wage selling their work outside! rag! Anna: Jenny, you are too young to work on the Sarah: That's for sure! Good luck! street. I know you'd like to make money. Red Narrator E: Sarah waves and walks away. John makes more money than your sister. And he gets walks up. out in the fresh air. Abby has to work in that old Red: Hey, I thought you were in jail? How did factory ten hours every day. When she comes you get out? home, she looks like she's been in a pigpen! John: Mr. Byrnes of the Daily News bailed Louis Abby: It's not fair! I should make more money. and me out. Clara: Maybe we should ask the boss for a raise. Red: But we're striking against the News! It's dangerous to .oil working machines. It's John: It was that or rot in jail. so noisy and dirty. You can hardly breathe in Red: Maybe Byrnes is an okay fellow after all. there. We don't even earn enough to make it I'll try talking to him again. worthwhile. I don't know what to do. Narrator E: Red and the other newsboys talk Abby: If we had enough money, we could quit. with Byrnes again. Byrnes says that the day's We could tell the boss just what we wanted. We extra edition will be sold to them at a half-cent. could ask for a raise. He'd have to give it to us. But.he still demands that the newsboys pay full Clara: But the bosses would hire other people to price for the regular edition. The boys decide to do our jobs, and probably pay them more than sell the extra, but refuse to sell the regular edition. they paid us! The boss says a lot of people want to They hope one more day of the strike will bring work in the factory. He says people come looking them victory! for jobs every day. Anna: We couldn't make ends meet if Abby Write Your Own Ending didn't work at all. (She sighs.) Isaac, wash that The Goldfinch wants to know how you stuff off and go to bed. would end the story. None of the newspapers explained how the strike was resolved. Write your ending. Here are some ideas to include: ACT FIVE did the boys win the strike? Narrator E: On another hot day, the newsboys did Abby and her coworkers go on strike? are selling another local morning newspaper, the did Jenny grow up to work in a factory or as a Leader. One of Red's customers comes up.. . newspaper carrier? Red: Hi, Sarah. The paper has a story about our did Red work for a newspaper someday?* 4 strike.

rN0 ; I, e's T OHANNA BUSHMAN,14, began J working at the Bradley Bros.Cigar Factory in Dubuque in 1906. By the timeJohanna was 18, she worked more than 50hours a week. Johanna rolled cheap cigars with otheryoung women. She lived at home andgave most of her three dollars inpay to her mother each week. Johanna was like other Dubuque andIowa women who were gainfully employed (working for an employer and receivingcash wages). Around the turn of thecentury, most people thought women should beat home taking care of families. Ifwomen worked, ) 3tL. many people thought it should not interfere with home life. In reality,many young women helped to support, themselvesand their families. Some otheiwomen worked because they enjoyed the money, the friendships,or the work itself. Employers had manyreasons for hiring women. Women were less likely thanmen to join unions. (Even thoughwomen clothing workers in Dubuque joined the Knightsof Labor in the late 19th century.) Womenwere t paid less than men, because of the"family Via. wage concept." Employers felt that because r-r.--""!.."411. men should support families,men should receive higher wages. v. These rare photographs showDubuque women at work at the beginning of the 20th century. How do these work conditions compare to work today? At right, women workedat the McFadden Coffee and Spice Company in Dubuque in1912. What do you think they are doing? Far right, theseyoung women worked with butter boxes at the Meadow 4111 GoldBeatrice Creamery. Is* , I

363 Agriculture: Farming and More

Grade Level41)

Class Periods

Goals/Objectives/Student Outcomes: grain. They also enabled people to begin farm-related industries, such as packing houses in Sioux City, Waterloo, Des Moines, and Ottumwa, and the Quaker Oats Company in Cedar Students will: Rapids. Be able to trace the role of agriculture through At the turn of the century horses were the most important history and today. animals on the farm. They pulled implements and offered transportation for families. Farmers were diversified. They raised Discuss past agricultural practices and relate them sheep and hogs, milked cows, had chickens, and raised corn, to modern agriculture. wheat, barley, and oats, as well as fruits and vegetables. They could provide almost all of the food they needed. But they had Identify by-products from selected commodities very little money to spend. such as beef, dairy, pork, corn, soybean, etc. By the 1930s better roads, the coming of electricity, and the use Recognize the importance and diversity of locally of the tractor all made farming easier. produced plants and animals. Farming is still the main occupation in Iowa although most people live in towns and cities. Since World War II fewer farmers work the land as small farms are combined to form larger units. Materials: Larger machinery is needed to do the work. 1. Old magazines, scissors, glue Iowa is the leading producer of both corn and soybeans. One 2. Reference materials, such as encyclopedias and/or informa- fourth of the country's hogs are raised in Iowa. We are seventh tional materials from interest groups such as the Iowa Pork in the total number of cattle and ninth in the number of sheep. Producers Association (list follows "Resources") There is a great amount of business generated by the use of the by-products of these industries. Iowa products are sold all over 3. Articles from The Goldfinch the world. 4. Outline map of Iowa approximately bulletin-board sized

Procedure: Background: 1. Prepare students for class discussions and activities by The loway Indians were among the first farmers in Iowa. The reading attached excerpts from The Goldfinch. women actually did the field work. They were the first to 2. Discuss with students how agriculture started in Iowa and discover that the rich Iowa soil was very suitable for corn, how it changed through the years. which was their most important crop. They roasted it or made it into corn meal for bread. It also was used in stews. In addition, 3. List the main agricultural commodities in your area. Divide the loway Indians raised beans and squash. students into the same number of groups as the number of commodities that you choose to study. Assign each group a The prairies were at first considered unsuitable for farming by commodity. Have each group develop a list of by-products that the early pioneers. They based this belief on the fact that there are derived from their commodities. Have groups find pictures were few trees growing here. But in 1832 John Deere invented of these products and glue them to the outline map. a plow that would break the sod and although plowing took time and sometimes required several yokes of oxen, the soil under the sod was found to be very rich. Pioneers raised mostly corn, but they also grew barley, oats, and hay for their livestock, and wheat for bread. The corn was picked by hand and most was fed to hogs that were then sold. The new railroads opened up markets for livestock as well as . 364 Assessment of Outcomes: Related Interest Groups: Have each group orally present its part of the collage to the rest Iowa Beef Industry Council, 123 Airport Road, PO Box 451, of the class. Ames, IA 50010

Teacher can lead a large group discussion on "How many Iowa Egg Council, 535 E. Lincoln Way, Ames, IA 50010 occupations are dependent on your commodity?" Iowa Sheep Industry Association, Gretta Irwin, 304 Greene Street, Boone, IA 50036

Extensions and Adaptations: Iowa Turkey Federation, PO Box 825, Ames, IA 50010

Have students bring in a product containing processed plant or Midland Dairy Association, 101 N.E. Trilein, Ankeny, IA 50021 animal ingredients. Iowa Pork Producers, PO Box 71009, Clive, IA 50325-0009 Cook or bake using Iowa products, such as corn bread, butter, or pizza. Iowa Corn Promotion Board, 1200 35th Street #306, West Des Moines, IA 50266 Write with soy ink (can be obtained from the Soybean Associa- tion). Iowa Soybean Promotion Board, 1025 Ashworth Road, Suite 310, West Des Moines, IA 50265 Plan a field trip to a local agribusiness such as a locker, feed mill, dairy, or seed corn salesman.

Plan to visit varied farms in the area, including any that might have alternate crops or livestock such as sorghum or emus.

Plan an activity based on information from state producers' organizations. Many have developed excellent kits geared to elementary students. Many have presenters who will come into the classroom.

Create a landscape painting of a rural scene or locate good visual images of rural scenes in your area. It should include buildings found in rural America: barns, silos, fences, windmills. Talk to the students about the visuals and discuss the historic aspects of rural Iowa like wooden barns and buildings vs. the aluminum buildings of recent years. Discuss the National Trust's BARN AGAIN! program to preserve historic farm buildings. Discuss various farm buildings with regard to form and function: barns, chicken coops, long dairy barns, milk houses, farrowing houses, horse barns, silos, corn cribs, machine sheds, farm houses.

Visit a "Living History Farm"

Resources: The Goldfinch 2 (February 1981).

The Goldfinch 14 (Spring 1993).

The Goldfinch 11 (February 1990).

William Bernard Graber. "A Farm Family Enters the Modern World." The Palimpsest 68 (Summer 1987).

Dorothy Schwieder, Thomas Morain, and Lynn Neilsen. Iowa Past to Present Ames: Iowa State University Press, 1989.

"Agriculture In Iowa Resource Guide," Iowa State University, Iowa Department of Agriculture, and Agricultural Groups. (Reprinted in Section 5 of this binder.)

"Agricultural Awareness Activities: Curriculum Guide," Teacher's Academy on Agricultural Awareness, Iowa State University. 365 Voices from the land PEOPLE HAVE WRITTEN about living on farms in Iowa. IIIMANYThe pages that follow have sections of letters, diaries or magazine articles that tell about some of the different experiences of people who lived on Iowa's land. You'll see in the oldest writings that people used spellings and words that we don't use today. Catherine Wiggins Porter wrote in 1939 about her childhood. She was born in 1873 near Clarinda,so 1883/1884 here she recalls her life when she was 10. The house in which I was born was a Then there were baking days, possibly story-and-a-half building, about 16 by 20 twice a week, when Mother made about feet....There was no plastering on the six loaves of bread and a pan of rolls. walls, only heavy building paper tacked Mother made her own yeast. to the studding. This one room sufficed Except for coffee, sugar, and salt, most [was enough] for all purposes for some of our food was raised on our own farm. four or five years, when a lean-to" [a Wheat, buckwheat, corn, and sugar simple room added to a house] was built cane were taken to the mill and at the back and provided a kitchen and converted into flour, meal, or sorghum [a small pantry. dark, sweet syrup], on shares [the miller All laundry was done on the was paid with some of the flour, meal, or washboard. The tubs at our house were sorghum]. The hogs provided meat and made from molasses or vinegar barrels lard, the chickens, eggs the cows, milk sawed in two. They were heavy and and butter. We raised our own potatoes, unwieldy and without handles. Ironing cabbages, and turnips, which were was a hard, hot job. A cook stove was either put into the cellar or "holed in" in kept hot enough to make the irons sizzle. the ground. A pit would be dug to below The irons were really iron throughout, the freezing point and lined with hay or handles and all. Thick pads had to be straw. Boards were then laid across the used to keep one's hands from being top, and dirt heaped over and around it burned. all.

366 Sarah Jane Kimball began to write letters when she was a child and kept a diary through her adult years. Most of the diary has been lost, but the following entries show some household activities Sept. 15, 1885 when she was 43 and 47 years old.

"Saturday lots of work to do for mother and I. We churned, made bread, dressed a chicken, made sweet pickles, 1881 made up a pail of apples into apple sauce, cleaned my bird cage, then the "Mother is making soap this week and rooms, and did the work upstairs, and it tonight has a barrell full." [The soap was was nearly milking time. Tired at night." thick, brown, and syrupy.]

The Kimball farm in 1899.

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367 much as the corning of electricity. This break with the past seemed an entrance to the modem world. Later we learned of some of the risks involved in our loss of independence. James Hearst The neighborhood became a number as a child. of private homes and farm operations, the group feeling disappeared...And, the independence of the farm eroded. James Hearst was born in 1900. He was a farmer- Now a single copper wire took the place poet who lived to be 82, and he later wrote about of the woodpile and windmill. The farm his Iowa childhood in the early 1900s. no longer existed as a self-sustaining 1910-1915 [independent] unit. We had learned to depend on electricity. The helplessness The day finally came when the switch of a farm without electricity came home at the plant sent the juice [electricity] to me when the power failed after an ice through the wires and the lights came storm, and the city fire trucks had to haul on. Not even the telephone changed our water out to the farms for the livestock way of living, thinking, and acting as until the lines could be repaired.

Joanne Meusburger wrote about growing up in Sac County. She and her older sister, Ruth, were good 1935/1936 friends and constant playmates. My Grandmother Wilson had a great by memory. We begged to hear them repertoire of poetry. She was the again and again, so that in time we grandmother who lived next door to us learned them ourselves. on the farm, and I can remember sitting Besides our real dolls, we had spellbound while she recited "A Leak in hundreds of the paper variety. Some the Dike" or "The Midnight Ride of Paul came from regular paper doll books but Revere." My father inherited this gift and others we cut from the comic section of entertained us on long trips by singing the Sunday paper where they were songs and recalling poems passed down printed every week. Since these had

368 the dress-up box in the attic. (This included my grandparents and Helen 1.1.

41= and Wayne, of course. Helen and Wayne were our "hired man" and "hired girl." In storybook fashion, they fell in love, married, and stayed with us to later buy into a partnership and manage the

1I farm after my grandfather died and my *At father went into the seed corn business Joanne and her sister, Ruth, with friends. full-time. Eventually they had a family of their own to also share in our holiday limited wardrobes, we spent hours festivities.) designing clothes out of wallpaper The costume box held a wonderful samples. Each character was carefully selection, accumulated from grade- stored between two pages of an oldcopy school operettas, minstrel shows, and of Good Housekeeping. Christmas entertainments. Therewas We also had a scrapbook whichwe also the costume and mask Daddy had made into apartments for these dolls. A worn as the girl singer in a mock wed- blank page was divided into two parts ding, the riding outfit Mother bought an upstairs and a downstairs. when she taught school in Idaho, the Furnishings were cut from pages of the long, bustled dresses Grandma wore in mail-order catalog and pasted into the Gay Nineties, and the kimonos Aunt place.... Ha Ha brought us from Chinatown. Each New Year's Eve was theone night of year when we opened the lid, the trunk the year when we were allowed to stay seemed as magical and mysteriousas a up past midnight. Mother would pop pirate's treasure chest. corn, and we would sit around playing When everyone was appropriately -Old Maid" and -Authors.- About dressed, we had a style show, complete 10:00 p.m. Mother wouldserve ice with dramatizations [short plays]. For cream, and we would turn on the radio to example, Mother and Daddy might Times Square to listen to the celebration. team up to act out Maggie and Jiggs By midnight the grape juice toast to the [comic strip characters], complete with new year was almost anticlimactic rolling pin. It was always so much fun [disappointing]. that we would go back to the attic to On Halloween night, each member of reappear in three or four different cos- the family would choose a costume from tumes before we ran out of ideas.

363 NIP .-

By Jen Guttenfelder

fiook at all of this cool old "Wait up, Abbie," said Zack. The stuff!" said Emily Warren as she andWarren kids followed their cousin her brothers, and their cousin Abbieout of the corn crib and headed for from Des Moines explored the old the house. The old corn crib looked corn crib. like an old red barn, but it was used "It just looks like a bunch of as a big storage bin. It was one of rusty old junk to me," said Abbie. their favorite places to hang out. "Ohhhh, what's this? It looks like "Let's go ask Grandpa what it something a gross creature would is," said Emily. wear in a scary movie!" shrieked The Warrens lived on an 80-acre Abbie. She picked up a right-handedfarm near Linn Grove, Iowa. The leather glove covered with little farm had been in their family for round metal pricks. Right in the almost 100 years. Their dad, Ben, middle of the palm was a large rustyused all modern equipment now, but sharp metal piece that looked like a many old farming tools and two-pronged knife. machines reminded Grandpa of "Wow!" said Edward, as he when he was a kid living on the grabbed the leather glove from farm. Abbie. "I wonder what this was used for?" Tbe grown-ups sat in the family "Something awful I bet," said room talking farm business. The Emily. - .children took off their coats and "Yeah," said Zack. "I'll bet it followed Edward quietly into the Alice was the best was used to kill something ... or room. Edward took the glove from corn husker in Linn Grove. someone!" He dangled the glove. Zack and held it up. She wanted to enter Abbie gulped and her eyes "Grandpa, what's this?" he the county contest, widened. asked. "Killers who hide out in corn "Did they use it for murder?" but there was one problem. cribs!" whispered Zack. asked Zack before Grandpa could She was a girl. Abbie screamed and ran outside.answer. Grandpa and the adults Emily, Zack, and Edward giggled. laughed.

370 Art by Mary Moye-Rowley

"That's a cornhusking mitt," "Okay, okay," said Grandpa answered Grandpa. "We used that tolaughing. "Back in the early thirties, husk corn." your grandma and I were 11 years "You mean it's not a weapon to old, about your age, Edward. We all protect you from wild animals?" learned how to husk corn. asked Abbie. Harvesting corn, you see, was a Grandpa shook his head. "We family project because it took so didn't have combines when I was a long. Everyone pitched in. kid, so we had to pick and husk the "One day your grandma and I corn by hand. Some people were so were watching my pa husk. Our good at it, they entered cornhuskingfamilies lived by each other and contests. People came from miles often helped each other out. around to watch or be in the Grandma Alice asked my pa to teach contests. It was a real big sport, backher how to husk, so he found a mitt when I was a kid," said Grandpa. small enough for her hand and "Were you ever in a cornhuskingtaught her how .... " contest, Grandpa?" asked Emily. "No, I had very weak wrists. But Okay, Alice," said James I know someone who was!" He Warren. "Grab the ear of corn right winked at Grandma. in the middle with your left hand. "Arthur!" cried Grandma. "You Use that hook on your right hand to promised you wouldn't!" pull aside the husks and then grab "Oh, Alice. Go ahead and tell them with your left hand. Good, like them!" that, Alice. Now turn your wrist "Tell us!" quick and break the ear of corn away "C'mon, Grandma!" from the husks. Now to go faster, "It's supposed to be a secret," throw the husked ear into the wagon, said Grandma. She looked at and grab for another ear with your Grandpa with a consenting smile left hand while you're throwing with and nod. your right hand. Bounce the ear of corn off the bangboard. That's what it's there for."

371 "I can do this!" thought Alice. At first, Alice was a little slow and awkward. She wasn't used to having a hook attached to her right hand. The dry corn leaves scratched her face. The early morning cold made her nose run and her fingers dry and crack. But Alice was determined. She didn't give up.

One day Alice came home with a bleeding scratch on her face and sore hands. "Alice, have you been fighting with the boys?" "Oh, no, Father. I've been working right alongside them at the Warren's. I'm husking corn. Mr. Warren says I'm getting pretty good at it." "Husking corn with the boys and men?" asked Father. "I'm not sure that's such a good idea," said Mother. "Please, don't make me stop," begged Alice. "I'm just getting good at it." "I could use some help in my field," said Father. "Can I help Father with husking? Please?" cried Alice. Mother sighed. Even though sheshe even husked more corn than one "I wish you could, Alice," said disapproved, she knew how of the hired men. Father. "You'd give the boys your stubborn Alice could be. "Okay," "Giminy!" Cried Amos, the hiredage a real run for-their money. But she consented. man. "Alice has husked more corn girls don't usually participate in the Father and Alice laughed. Deep than me today!" husking contests. Besides,Tm sure down Father was proud that his girl "Good job, sweet pea," said your mother would never let you.". was a hard worker who could keep Father. Alice was so disappointed that up with the men. He couldn't wait to "You should enter the county her cornhusking slowed down to a brag about her to his friends. cornhusking contest," said Amos. crawl. At the end of the day, Alice The rest of the harvesting season,"There's a Junior Division." went over to Arthur's. Maybe he Alice husked corn with her father. "Can 1, Father?" asked Alice withcould cheer her up. She got to be very good. One day wide eyes. "Please!" "Arthur, do you think it would

372 shock everybody if I was in the people came to the county Battle of "Oh, I'm sorry I missed it. I was county cornhusking contest?" askedthe Bangboards. Wagons and at the church booth getting a slice of Alice, as they sat on the porch buggies lined up in dozens of rows. pie," said Alice with a special smile swing. "Everybody already knows Food booths sold hot dogs, pies, for Arthur. Father, who was still how fast I am because Amos and cakes, and souvenirs. Displays suspicious about her absence, caught Father tell everyone. Why can't I showed new farm equipment and Alice's smile. Suddenly he opened compete with the boys? I work withhybrids of seed corn. Newspaper his mouth, as if to say something. them." reporters, photographers, and radio All at once he understood. He "I don't know, Alice," said broadcasters scuttled about looked at Alice, who smiled back. Arthur. "There are just some thingsinterviewing people and taking She knew he had figured out who that girls aren't supposed to do in notes. Alan was. public. This is one of them. ... " Alan was nervous when her nametcr% "But what if I'm invisible?" shewas called for the Juniors Division. Ldrid he say anything?" asked asked with a mischievous smile People were surprised to see a Abbie. "Are you thinking what I'm stranger competing for Linn Grove "No," said Grandpa. "And thinking?" in the contest. Alan remembered all neither did I, until today. Everyone Alice and Arthur talked about of the advice Father and Mr. Warrentalked about the mystery making Alice invisible all the way gave her and quickly found her comhusking champion for quite home. rhythm. Bang! bang! bang! The cornawhile. They never saw him again flew against the bangboard like and they never knew who he was." On the morning of the bullets. "Did you keep the trophy, cornhusking contest, Alice met "Where's Alice?" said her father Grandma?" asked Zack. Arthur behind the outhouses. He as Alan husked. "Yes, I did," replied Grandma. gave her a bundle wrapped in brown "I can't believe she's missing "It's hidden in the attic." paper and tied with a string. She this," said her mother. "Let's get it out!" said Emily. took it, smiled, and then darted into "Yeah, Alan!" cheered Arthur. an outhouse. When she came out, Some people in the crowd gasped Ask Yourself her dress and hair ribbons were when the stranger named "Alan" gone. She wore a pair of too-big won. After the trophies were 1. Why do you think girls didn't denim overalls. One of. Arthur's capsawarded, everyone wanted to enter corn husking contests? held her hair tucked underneath it. congratulate the new champion, but From that moment on, she was Alan had disappeared. 2. How was cornhusking 'a sport? "Alan." A little while later. Alice caught Alan wandered through the up with her parents and Arthur. Her 3. Are there are any competitions crowd of people. She was a little hands and face were just as clean as today that boys or girls are not afraid that someone would recognizethey had been that morning when allowed to enter? If so, why? her, so she walked with her eyes she left the house and her dress and down. She knew her disguise hair ribbons were in place. worked when she bumped into "Alice, where have you been?" Amos. asked Mother. "You missed the "Hey, kid! Watch where you're Juniors competition...." going!" he cried. "There was this lickety-split boy Alan couldn't believe how manywho won," interrupted Arthur.

3 IOWA #° STATE Corn is big business in Iowa. Corn production in Iowa has Iowa's Grol quadrupled since 1929, from 400 One billion equi million bushels to approximately how Iowa corn 1.7 billion bushels annually. Look years. Why the out the car window when you're out advances and increaseu growing corn. and about in the state and you're sure to see corn fields. More than one-third of the total land area of Iowa is used to produce corn. You may not see flocks of farmers, but eight out of ten jobs in Iowa are *Bushels of corn 1870 1912 1932 1952 1972 1992 I directly or indirectly related to agriculture. like paint, paper products, batteries, products are made from corn. Now Today there are more than 360 clothing, mouthwash, and you know why people sing, "lo- different uses for corn products. shampoo! More than 1,200 different way, lo-way, that's where the tall You can find corn products in stufffood items in U.S. supermarkets corn grows!" Living in Fueling the the Corn Belt. Nation Social studies books often mention the "corn Part of Iowa's corn goes into belt." It's not a belt Made out of seedi:to keep gasoline! This product is called your-pants up, but an area. of the Midwest. ethanol (eth-AH-nol) and it's a fuel Iowa, Minnesota, Illinois, Indiana, and. that's made up of 90 percent Nebraska are often mentioned as states gasoline and 10 percent ethanol. in the corn.belt.-Whilesome corn is grown Iowa produces about one fourth of . in almost every state in AMerica,/hese the nation's ethanol. Ethanol may NE states grow huge-ainnunts of corn.' help lower carbon monoxide emissions (a kind of air pollution) by more than 25 percent.

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GIGrade Level

Class Periods

Goals/Objectives/Student Outcomes: in the 1920s, the farm wife spent much of her time either Students will: raising or preserving food. Farm women canned large amounts of vegetables and fruits, grown in their own gardens and Increase their understanding about the many daily orchards. Most farm families butchered their own meat, tasks and chores regularly accomplished by early including both pork and beef. Farm women canned and 20th-century Iowa farm women who lacked preserved much of the meat. Milk cows were standard on the electricity in their homes. Iowa farm in the 1920s, so the family produced its own milk and cream. Women sometimes churned their own butter. Some Compare and contrast Iowa farm women of the women continued to make their own soap, a practice carried 1920s with farm women of today. over from their grandmothers and great-grandmothers. Become aware of the daily work expectations of A major food staple in any farm home in the 1920s was bread, 1920s Iowa farm women. and most farm women baked it regularly. One women raised on a farm in Boone County in the early 1900s, remembered that Work cooperatively in pairs and groups to with a large family of nine children, her mother baked bread complete instructional tasks. twice a week. Each time she made eight loaves of white bread, a large pan of biscuits, and five loaves of graham bread. This same women often baked enough cookies to fill a large Materials: roasting pan! 1. Butcher paper and markers for brainstorming A major task of Iowa farm women in the 1920s was raising chickens. Although some eggs were eaten by the family (as well 2. Chalkboard and chalk for Venn diagrams as some of the chickens), most were carefully collected and 3. Student copies of "A Day in the Life of a 1920s Iowa Farm taken to town on Saturday night. There they were sold to local Woman" (see attachment) merchants. Egg money was especially important to farm women because they used it to buy groceries such as flour, sugar, and coffee. Egg money also frequently paid for household items and Background: clothing. One farm woman stated that the egg money determined how much her family purchased at the store. In other The following are excerpts from Dorothy Schwieder, "Iowa Farm words, the amount the woman spent for groceries and clothing Women in the 1920s," Iowa History Teacher, March 1984: each week had to equal the amount she made from her egg sales each week. In the 1970s, Iowa poet and author James Hearst wrote about growing up on an Iowa farm in the early 1900s. Among the Perhaps the busiest time on the Iowa farm in the 1920s was many topics Hearst covered was a description of his mother and when threshers arrived. Each summer, five or six farm families her work as a farm woman. worked together to help each other thresh grain. Each farm woman was expected to serve three meals to the threshers Hearst's comments about his mother serve as a good starting when they arrived to work at her farm. The threshing crew point for a discussion of Iowa's farm women in 1920s. Like Mrs. might include ten men or might include thirty men. Preparing Hearst other Iowa farm women in the twenties worked for threshers took both time and effort. To handle this large extremely long hours performing many tasks both inside and task, farm women often helped each other. It took advance outside the farm home. While the general rule prevailed that planning to prepare food for twenty or thirty hungry men, and housework was women's work, that rule did not stop the farm considerable preparation to set up and set the tables. As well as women from doing outside workincluding raising poultry, preparing a big meal at noon, each farm woman made two tending a large garden, sometimes helping with milking, or lunches a day for the workers. They delivered these to the men special chores such as corn picking. while they worked in the field. Sometimes it took several days On the farm, women performed a wide range of domestic tasks. to finish the threshing. In that event, the farm women had Because most farm families produced nearly all their own food several big noon meals to prepare. 3 7 G At the same time that Iowa farm women faced onerous work of home electrical items (appliances, conveniences, machines) loads within the farm home, they had few social outlets on butcher paper. List them in a column on the left-hand side. outside the home to counterbalance their heavy work sched- Inform students that many families in Iowa didn't even have ules. In the twenties, some of them belonged to local extension electricity until REAs (Rural Electrification Associations) were clubs, but many did not. For the majority, the local church and established. Students' grandparents or elderly friends in their school provided their main social activities outside the home. 70s would likely recall times with limited or no electrical Farm women, along with their families, often attended box service. socials, spell downs, and picnics at the nearby school house. Many also attended the ladies aid society of their local church. 2. Looking at the above list, list in the right-hand side how For most farm families in the 1920's, their rural neighborhood tasks using this electrical item would have been performed in provided the boundaries for their lives. the 1920s without electricity. Examples: While most farm women believed, as did their husbands, that Electric clothes dryerLetting clothes dry on clothes line with farm living was superior to town or city living, the 1920s also wooden clothes pins. witnessed some discontent with farm life. Through that decade, Microwave ovenwarming food on the stove top or in the farm living was often contrasted with town or city and found oven. to be deficient when compared to town or city living. In general, farm life was portrayed as monotonous and dreary. 3. Note that many of the tasks above were chores of the farm Farm children were depicted as receiving inferior educations. woman. Try to recreate a day in the life of an Iowa farm Farm families were seen as having fewer social and cultural woman in the 1920s. Imagine a daily routine on a summer day opportunities. Perhaps of greater importance, town and city when garden produce was abundant, children were out of residents had a whole host of conveniences and comforts that school for the summer, and life was very busy on the farm. Did farm people lacked, such as electric lights, electric appliances, the 1920s farm woman carpool kids to cqmputer class or central heating, and indoor plumbing. tennis lessons? No. Discuss what she would need to do and organize on the farm. Farm women themselves often reacted to these social deficien- Example: Garden produceWhat crops would be grown? cies. Sometimes they wrote letters toWallaces' Farmer,Iowa's Harvested? How were they stored? leading farm journal, telling of their conflicting feelings about rural living. On one hand, they recognized that farm life could MealsWhat would the husband, children, and hired hands produce great rewards. Yet, they also recognized that farm eat three times a day? Did she bake or buy bread? Did she help lifeat least in the 1920soften resulted in considerable butcher beef and pork? What did they do with the meat? What social deprivation for children and parents alike. would she do with her "egg money" or "cream money"?

Throughout the 1920s, rural people worked hard to alleviate Laundry: How was washing, drying, and ironing done? some of these social deficiencies. Farm families organized Reading: Did the family read at night? How? What might they community clubs in rural neighborhoods. More and more farm read? women attended events sponsored by county home economists and by Iowa State Extension personnel. While these 4. Using the above questions to stimulate thinking, complete actions brought greater rural solidarity and more social the attachment activity, "A Day in the Life of a 1920s Iowa interaction, the real solution to the social problems of the Farm Woman." 1920s would not come until the following decade. Not until the 1930s did farm families achieve a social equality with town Compare farm life now and then by drawing a Venn Diagram and city families. That equality would come through improved (see below) on a chalkboard. Generate the tasks, chores, or job transportation facilities and the development of rural electric responsibilities of women living in the 1920s compared with power. In the 1930s, roads in different parts of the state were those living in today's society. Record ideas from the students hard-surfaced. For the first time farm families could get to by listing 1920s tasks in the circle to the left and contemporary town regardless of the weather. They could then enjoy social women's roles in the circle to the right. List any roles similar to BOTH in the center overlapping space. activities that town people had been enjoying for decades. Moreover, establishment of Rural Electrification Associations in Venn Diagram of Women's Roles the 1930s meant that large numbers of farm families could in the 1920s and Today's Society enjoy the conveniences and comforts of town and city living. While the changes that came in the 1930s certainly did not eliminate the many different work roles of the Iowa farm women, they did allow her to carry out these roles more quickly and more efficiently.

Procedure: 1. Introduction: Ask students to brainstorm a list of as many items as possible in their homes that operate using electricity. First list electrical items on a sheet of paper individually, then combine their lists in groups of three or four students. Then complete a class list Women In the 1920'sWomen In Today's Society 3 7 7 Iowa Farm Women More than a Way of Life #1

Assessment of Outcomes: Have each child write a journal about the life roles of a typical Iowa farm woman in the 1920s. Ask students: What tasks and roles did she generally have (or not have) to do in her work? What were he-r challenges? What were her joys? Evaluate the quality and historical authenticity of the child's writing.

Extensions and Adaptations: 1. Oral HistoryInterview an Iowa grandparent, elderly friend, or relative. Ask them to describe life as a child with limited or no electrical services. What was life like? Describe their daily chores and tasks. Ask if they have any old photos to share or lend. Have the student think of three interview questions, write up the interview, bring any photos, and share orally in class.

2. EconomicsThink about the US Postal Service way back when! What did postage stamps look like in the 1920s? How much did it cost to mail a letter and a postcard? (Check in stamp collector's guides available at post offices and book stores.) Find out how much basic foods cost in the 1920s. How much was a loaf of bread, a gallon of milk, a pound of bacon, a pound of flour, a pound of sugar, and a dozen eggs? (Check in an old newspaper using the public library's microfiche).

3. Organizations/PublicationsResearch the 4-H Clubs of America. What do the four H's stand for? What did kids do at a 4-H meeting years ago? Research the REA (Rural Electrification Association). What role did this group play in Iowa's rural development. Would rural electrification make a woman's life different? How? Research Wallaces' Farmer magazine. Who would read this journal? Would women read it? What would one learn?

4. Art Project/Story WritingDraw a scene from rural Iowa farm life in the 1920s. Include a house, garden, chicken coop, farm field in the background, maybe even the family dog or an old model car. Write a creative story about a family who lives in this rural setting.

5. Three-Dimensional Art ProjectMake a three-dimensional house using the diorama art project based on the American Gothic house drawing (see attachment). Make it creative and colorful. And find out who Grant Wood was and what Ameri- can Gothic is.

Resources: Goldfinch 15 (Fall 1993). Copies of Wallaces' Farmer. 3f8 The Diary of a Farm Wife: Emily Hawley Gillespie

Emily Hawley came to Iowa in 1861, when 8.Thursday. warm & pleasant. good she was twenty-three yearsold. She sleighing. we attend the funeral of Nathan. married James Gillespie in September there were 37sleighsfollowedin 1862, and in December they began working procession to the grave. their own farm, one and a half miles west of 11. Sunday. we attend meeting in evening. Manchester, in Delaware County. Brother Wood Lecture on the subject of The diary entries on these pages are in Marriage & Money. Emily's own words. Emily wrote about her MARCH 1872 family, friends, and neighbors. By 1872 she 1st. Friday. James' birthday 36, he & and James had been working the farm for Bly go to town in forenoon, [build] frame on ten years, and had two children: Henry, barn in afternoon. sell 2 pigs to Smith. age eight, and Sarah, age six. In 1870 Emily 27. Wednesday. James go to mill, 6 bushels bought a sewing machine; before that, she of wheat. buy shoes for Sarah $.95. made all the family's clothing by hand. Her APRIL 1872 diary shows what she and James did each 1st. Monday. wash, mop & cook. go to get day, and how often farmers traded work grist, buy garden seeds, licorice & for each other. Parents would get together postage stamps. James & Bly frame. to hire a schoolteacher for their children. 17. Wednesday. fix hens' nests etc. James Neighborsvisited,atetogether,and sow wheat. stayed overnight. 27. Saturday. Chapmans, Mrs. Smith & As you read, ask yourself: What were Sellens, Henry Stimson & us go & clean Emily's jobs on the farm? How did she help schoolhouse. earn money? What did her family usually 28. Sunday. we ride over to creek, catch do on Saturdays? five minny fish. Henry get one. MAY 1872 JANUARY 1872 1st. Wednesday. sew some & cook. have 4. Thursday. children at school. I go to the 100 turkey eggs setting & 55 hen's eggs. mill with James, he took 14 bushels of corn James plow. we stay to dinner at Dan Ryan's. Mary 4. Saturday. churn, bake, mop, iron etc. buys a sewing machine like mine. James plant potatoes, we go to town in 10.Wednesday. cut cloak & dress for evening. sell 20 lbs. butter $2.80; buy 2 Sarah, James help Estey kill hogs readers, 3rd, $1.20 8 lbs. of sugar $1.00. Trumblee here begging for poor family 5. Sunday. John & Harriet & David here to give butter & meal. tea. I bake 3 pies & a cake. 22. Monday. wash. bake etc. Bly here to get 6. Monday. children commence to go to job to frame barn; offers for $20 $5 less school. Miss Pope, teacher, to teach 5 than Trumblee. cold & blustery. months for $80. 26. Friday. James pay taxes $29.66. 7. Tuesday. James mark corn ground. 27. Saturday. mop, bake, churn, iron, etc. 8.Wednesday. churn. make straw tick go to town, bargain for 2,000 ft. of lumber. (mattress cover) & cook. James plant corn. FEBRUARY 1872 rain. 1st. Thursday. so cold children have stayed 26. Sunday. we are at home. have 90 at home all week. chickens & 60 turkeys. 7. Wednesday. sew carpet rags & cook. JUNE 1872 James take children to school & do chores. 13. Thursday. bake, sew some. James hoe Nathan Nelsondiedyesterday onions in forenoon. he & Chapman break in consumption & derangement of mind. afternoon. 18. Tuesday. clean house. have fed salted 9. Wednesday. knit etc. help James put up meal to my turkeys accidentally, killed oats. cold. freeze. 18. James make bedsteads in forenoon, 11. Friday. sew & bake, churn. James dig plow corn 1/2 day. potatoes, he sold cows to Beal for $40. 19. Wednesday. bake, churn, pack butter 23. Wednesday. Mr. Oviat's barn burned etc. James plow corn. Henry and Sarah last night, cause kerosene from lantern. have the chicken pox. NOVEMBER 1872 JULY 1872 4. Monday. wash, bake, churn, etc. James 10. Wednesday. bake pies & cook. James husk corn 1/2 day. we go to town in build. fence in forenoon & rake hay for afternoon sell 56 doz. eggs for $11.20 Sellens in afternoon. very warm. 21. Thursday. finish [sewing] coat & cut 17.Wednesday. churn. go rasberrying. pants. James husk corn. we visit at Sellens. James bind wheat. DECEMBER 1872 18.Thursday.clean house.Sellens & 6. Friday. patch, sew, etc. James take 81 Chapman cut hay for James. James rake chickens to market, get $12.60. hay. 7. Saturday. we go to town in afternoon 31. Wednesday. James work for Chapman sell 67 lbs. butter $6.70. in harvest. 10. Tuesday. bake etc. James get up some AUGUST 1872 wood. he & Bly lay foundation for barn 1/2 26. Monday. can 5 qts. peaches. children go day. to school. James help McMillen thresh. 25. Wednesday. Christmas. make me an SEPTEMBER 1872 apron, a shirt for Sarah & cook. James do 24. Tuesday. clean up house & cook. James chores. children get magazines & papers in help Uncle thresh. 'tis the first day of the their stockings. fair, I would like to go very much indeed. 30. Monday. visit at Dan Ryans while 25. Wednesday. we go to the fair but too James attend Auction, he bought two late to enter my things. yearling heifers, paid $20.75. snow. OCTOBER 1872 31.Tuesday. the year ends in a most 4. Friday. bake bread. threshers came. 4 to beautiful day. James go after his yearlings. dinner & 8 to supper, stay all night. 5. Saturday. they finish threshing, though rainy, 125 bushels wheat & 140 oats.

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S Name: Date:

A Day in the Life of a 1920's Iowa Farm Woman

What tasks and chores do you think an Iowa farm woman would complete in the course of single day? After discussing possible farm tasks, list how she might spend hour by. hour. Oh, yes, don't forget to put the kids to bed!

5:30 am

6:30 am

7:30 am

8:30 am

9:30 am

10:30 am

11:30 am 111 12:30 pm

1:30 pm

2:30 pm

3:30 pm

4:30 pm

5:30 pm

6:30 pm

7:30 pm

8:30 pm

9:30 pm

10:30 pm

What do you think of this woman's day compared to your mom's day? Write your opinion on the back of this sheet. Compare your day schedule and opinion with a partner's work. 351 MakehouseYouby Kay acan in ChambersHouserecreatethe background the famous of Iowa 0Steps: Make a photocopy of theCut illustrations out the house on these and porchtwo pages. roof. shoe-boxAmericanartist Grant model. Gothic Wood's by paintingmaking a towardone0 FoldGlue youtab alongunderor to tape themake linesporch frontthe the marked roof roofand L shape tabsandone V. positiontoto Oneof the thethe line house sidehouse. It marked around of sides. the VLhousethe must house so be that corner. folded the topGlue of 2gluescissorsI.You shoesheets orneed: boxtape blue construction paper 0greenthe CenterWith porch paper shoe house roof tobox isrepresent against onstraight Its side, the grass.along long glue the side blue dotted of paper shoe lines. tobox. represent Fold under sky tabsand and (accesscolored61 sheetround pencilsgreentoothpicksto a photocopy construction or crayons machine) paper make0blue ColorCut them stand-uppillarsand the toglue flowers asthe figures.showntoothpicks bottom and in cat ofthe to thepieces. photograph.the box. bottom Cut, fold,of the and box glue and as the shown porch to to The original American Gothic hovae In Eldon, Iowa.

Stem Ohm 382 BEST COPY AVAILABLE 383 Iowa Farm Women More than a Way of Life #2

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: Women on farms used to weave all of the cloth and sew the Students will: family's clothing. They had to wash all the clothing in a large pot or barrel. Now, most clothes are purchased, and automatic Learn about Iowa's corn production and corn washers quickly do the job that once required long hard work products. by hand. Compare and contrast farm life of a farm woman Families on farms once grew all of their own fruits and now and in the 1920s. vegetables and obtained meat, milk, eggs, and butter from their animals. Now, farmers, like those who live in town, may Create an art project portraying Iowa farm culture have gardens, they buy most of their food from grocery stores. or complete a creative writing project using se- While some people on farms still keep chickens, the number of lected vocabulary and complete an appropriate people who do is much less than it used to be. illustration. Men on farms once did field work using oxen or horses to pull the implements. Now, farmers rely on tractors and many other kinds of manufactured equipment to plow, plant, and harvest Materials: their crops.

1. Chalkboard Farm women used to spend all their time on the farm cooking 2. Transparencies of "Farmhouse Then and Now" and performing their chores and household tasks. To earn extra (see attachment) money they sold eggs and cream. Older girls sometimes hired out to other farms to help with chores and sent their wages Option #1 art project: back home to help out their families. Now, many farm women 1. Shoe boxes for diorama have jobs off the farm, where they earn much more than they could by selling eggs and cream. 2. Scraps of paper, yarn, pipe cleaners, etc.

3. Colored construction paper

4. Spools, buttons, toothpicks, small print fabric scraps, etc. Procedure: 1. Ask students to name the number-one crop produced in Option #2 art project: Iowa (corn). Begin by brainstorming on the chalkboard all the 1. Story writing paper ways Iowa's corn products are used. (sweet corn on the cob, 2. 12"x18" construction paper or oak tag corn bread, cornmeal mush, corn syrup, oil, cereal, etc.).

3. Crayons and markers Today there are over 360 different uses for corn products. Corn is even used in paint, paper products, batteries, clothing, 4. Loose kernels of corn and school glue mouthwash, and shampoo! More than 100 different food items in U. S. supermarkets are made from corn. Today in Iowa we produce 1.7 billion bushels of corn every year, as compared Background: to 400 million bushels produced in 1929. Here are some ways farming has changed in the past 150 Write down both figures. Discuss why production has increased years. For more details about the subject, read these issue of and what effect this has on Iowa farmers, Iowa farm women, The Goldfinch: Spring 1993 (vol. 14, no. 3) and February 1990 and Iowa's environment. (vol. 11, no. 3). 2. The Iowa farm woman of long ago spent many hours in the Animals roamed through the field until farmers put up fences. spring, summer, and fall involved in corn-related activities. Now, many farmers who raise cattle and hogs for sale keep Many still do. List what jobs or tasks she might have done that them in special barns and feed them special food to make had to do with corn (helping to plant, cultivate, and harvest them grow fast. field corn, driving tractors, pulling wagon loads of corn, 884 operating machinery, picking and shucking sweet corn, Assessment of Outcomes: canning it or freezing it). How many of these activities have Did students contribute to group discussion on corn products the students helped with themselves? and production? 3. Using transparencies of The Goldfinch drawing of an Iowa Evaluate Iowa farm house dioramas for historical authenticity, farm house, compare the kitchens of today and yesterday neatness, and creative effort. where an Iowa farm woman might cook and prepare corn and corn products. Try to find the contrasting items: Evaluate creative writings on use of vocabulary, theme, and Farmhouse Now and ThenAnswers content, as well as quality effort and accompanying illustration. THEN/NOW no telephone in kitchen/telephone in kitchen kitchen floor of wood with a rug/kitchen floor of tile Extensions and Adaptations: Research ethanol. What is it? How is it used? How is it freestanding stove/built-in electric stove with fan and hood manufactured? What are the benefits of ethanol? Why doesn't icebox/electric refrigerator and freezer everybody use it? no television/television (color and cable options) Research corn production in Iowa. What are optimal growing conditions? What is seed corn? Why don't we eat it? Why do pitcher of water and basin/sinks with running water (hot and people detassel certain rows of corn? Why doesn't a machine cold in same faucet!) do it? no dishwasher/dishwasher old style bed/modern water bed Resources: kerosene lamp/electric lamps The Goldfinch 11 (February 1990). closet/extra bathroom The Goldfinch 14 (Spring 1993). coal heating stove/heat from gas-fed furnace front door with glass pane/wooden door to keep heat inside porch has posts and fancy trim work/porch is wide and clear

Project time: Be sure to have popcorn popping to munch while working on these art activities.

Option #1Farm House Diorama Create an Iowa farm house similar to the "THEN" house on transparency. Use a shoe box to complete a room such as the kitchen or bedroom. Make the scene complete using scraps of fabric, paper, yarn, spools, buttons, toothpicks, or whatever can be found. Old magazines or pictures from antique magazines would be very helpful. Work alone or in pairs and describe your scene to the class orally. Would an Iowa farm woman keep busy in your house? What would she do?

Option #2Creative Writing Story and Illustration Create a story using the following words: Corn, hybrid, tassel, corn cob, corn husking, harvest, yield, corn crib, and popcorn. Include an Iowa farm woman as one of the characters in your story. Write an adventure having to do with corn. When writing, proofreading, and editing are finished, prepare an illustration of the story on a large sheet of paper. Use kernels of corn in a creative way to decorate the illustration. Post these in the room.

3 S 5 Farmhouse Then

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I 1 II We've Gotcha Covered: The Iowa Insurance Story

41:1)Grade Level

Class Periods

Goals/Objectives/Student Outcomes: would post an agreement, and those interested in sharing the Students will: profit (or loss) would write their names under the agreement. This is where the term "underwriting" comes from. Edward Understand the relationship between financial Lloyd's London coffee house was a gathering paint for shippers risks and the development and growth of the and sailors. It also became a good place to conduct insurance insurance industry in Iowa. and business. Today Lloyd's of London is one of the world's most recognized insurance companies. Identify types of risks faced by Iowans, past and present. The first successful fire insurance company in America was started in Philadelphia in 1752 by Benjamin Franklin. Some Discuss ways Iowans have protected themselves types of insurance, such as life insurance, were slow to become against these risks. accepted. Discover ways in which insurance companies In Iowa, insurance played a vital role in the expanding measure risk. commerce of frontier communities. The Mississippi River was an important transportation route for goods and people. It also Explore the different types of insurance available. contained treacherous currents and hazards such as uprooted trees and sandbars and winter ice. Insurance eased the risk of Recognize Iowa -based insurance companies. loss for merchants and steamboat owners. As commercial operations expanded, so did the need for insurance. Materials: In 1837 a fire destroyed the territorial capitol, five stores, and two groceries in Burlington. This disaster inspired community 1. Telephone directory yellow pages for Insurance Companies business leaders to form Iowa's first insurance company. In the 2. Sanborn Fire Maps following decades more companies were established.

3. Samples of Insurance Policies from local insurance Few of Iowa's early farmers purchased fire insurance. Instead, companies they took safety measures to inhibit prairie fires. Often they would surround their farms with furrows of land, or prairie breaks that protected valuable buildings.

Background: New technologies created new risks of fire in homes, businesses, and farms. Some of these hazardous items included Loss of property, health, or the life of a loved one can be electrical appliances, gasoline, heating fuel, and Christmas financially devastating. Insurance provides a way of dealing decorations. Iowans sought ways to reduce these risks. Home with such losses by sharing the financial costs among a group safety items used over the years include containers of sodium of individuals. Insurance operates on a principle called risk carbonate (baking soda), carbon tetrachloride globes, fire sharing. One person's loss is compensated by contributions extinguishers, lightning rods, and smoke detectors. received from the other policy holders. Underwriters Laboratories, a national group founded in 1894 The practice of risk sharing began more than 5,000 years ago by insurance underwriters, was formed to ensure that house- when Chinese merchants split their wares among many hold items met fire safety standards. Community maps helped Yangtze River boats. This way, no single merchant would suffer fire insurance companies determine the degree of hazard a complete loss if a few boats sank. In the 1300s Italian associated with each property and also showed the location of merchants obtained insurance policies to protect against losses water mains and hydrants and fire alarms. One Iowa fire resulting from ships that were plundered by pirates. The term insurance map company, the Bennett Map Company, was "policy" is believed to derive from the Italian "polizza," which based in Cedar Rapids. means promise or understanding. Despite the growing availability of fire-prevention methods, After 1500 the English also insured their ships. A ship owner tragic fires haunt Iowa history. Dubuque's St. Cloud Hotel, once 388 called the "largest building in the entire west," was destroyed dual-operated cars to driver-education classes. in an 1858 fire. In 1889 41 buildings in downtown Grinnell burned in less than 3 hours. Fireworks nearly destroyed One of the greatest struggles of the industry has been to downtown Spencer in 1931. reduce the number of drunk drivers. Drunk driving is a leading cause of automobile accidents. In 1947, The Preferred Risk "Mutual" insurance thrived in Iowa. Iowans, especially Mutual Insurance Company insured only non-drinkers, whom farmers, liked mutual companies because such firms were they believed caused fewer accidents. In 1980, a California small, locally owned, and their fees were relatively low. Church mother whose daughter was killed by a drunk driver founded congregations, immigrant groups, and farmers' organizations Mothers Against Drunk Driving (M.A.D.D.). This group receives (like the Grange) started mutuals. Unlike other insurance support from the insurance industry for its work in preventing companies, mutuals charged policyholders only after a loss drunk driving and helping its victims. occurred. If there was no loss, there was no charge. Insurance companies, on the other hand, collected premiums in advance. Many car safety devices were designed to reduce injury. These include brake lights, turn signals, bumpers, seat belts, air bags, By 1920, 162 mutuals operated in Iowa. Some of them were and anti-lock brakes. formed to insure a specific industry or hazard. Mill Owners Mutual Fire Insurance Company was created in 1875 to provide After the Civil War, the invention of many new machines insurance for grain mills. Other insurance companies had created new jobs for millions of American workers. But these refused to insure the mills, which were considered a high risk new jobs, often involving unsafe machines, caused injuries for for fire. many workers. By 1900, the rising number of serious injuries caused Iowa to begin investigating the working conditions in Tornadoes, common in this part of the country, caused much the state's factories. By 1905, a commission documented about destruction. Some insurance companies allowed their policy- 140 accidents weekly. holders to cover any tornado damage through their fire insurance. The mutuals, however, were too small to cover such In 1913 Iowa joined a nationwide trend when it passed losses. Iowa Mutual Tornado, Cyclone and Windstorm Insur- worker's compensation laws. Now employers were responsible ance Association was a statewide mutual established to for injuries caused by defective machinery or negligence by the protect against these expensive disasters. company's management. The Employer's Liability and Workmen's Compensation Act obliged Iowa employers to buy Life insurance began as a way to provide two simple benefits: liability insurance. Companies often hire specialists to advise to pay for burial costs and to provide financial security for them how to reduce accidents and, therefore, claims. Injury one's dependents. The large number of casualties during the claims have changed over the years. Early claims were most Civil War underscored to many the need for life insurance. often the result of amputations. Today's claims largely involve America's bloodiest conflict, it claimed the lives of 13,000 medical problems related to repetitive movement ailments, Iowans. In Iowa, where no life insurance companies had such as carpal tunnel syndrome. existed before the Civil War, the industry expanded dramatically after that tragic conflict. Health insurance has revolutionized peoples' lives during the last 50 years. As medical advances have dramatically increased Life insurance also can be used as a savings plan and to life expectancy, the costs of medicine, hospital services, and provide financial help in case of disability or long-term care. surgery have skyrocketed. Health insurance, along with Medicare and Medicaid programs, helped Americans cope with Other events and innovations increased the need for life this revolutionary change. insurance. For instance, the Spanish Flu (1918-1919) killed 7,800 Iowans. The flu caused a 25 percent drop in the average Around 1888 residents of Muchakinock, Iowa, a coal-mining life expectancy of Americans. New methods of transportation, town, created one of Iowa's earliest forms of health insurance. such as the automobile, resulted in the rise of accidental The Society of the Muchakinock Colony was formed to provide deaths. Today, the high cost of treating AIDS, heart disease, burial expenses and pre-paid medical care. Single miners paid and cancer are of concern to insurance companies. 50 cents, families paid $1 per month. This covered 80 percent of a doctor's bill. A miner also received $3 a week during an Automobiles created new risks. Their great speed and size illness. made them dangerous to people and property, and expensive to repair when damaged. In 1898 Travelers Insurance Company About the same time the Iowa State Traveling Men's Associa- of Hartford, Connecticut, issued the first automobile insurance tion was one of the nation's first insurance companies to policy. Many insurance companies that once sold only fire provide protection for men who traveled for business. The insurance now began to sell automobile insurance. At first, Interstate Businessmen's Accident Association, formed in 1908, rates were based solely on the characteristics of the vehicle. paid both death benefits and "loss-to-income" benefits to Today other things affect car insurance rates, including the age, businessmen suffering either accidents or ill health. driving record, and residence of the insured. One of the nation's earliest forms of health insurance for Iowa insurance companies developed safety standards, which hospital care began in Grinnell in the 1920s. Grinnell College they also used to advertise their company. The State Auto offered hospital care to students and faculty for a fixed Insurance Association placed "X marks the spot" signs at the monthly fee. scenes of fatal accidents to remind people to drive safely. IMT Insurance Company (Mutual) instructed children on traffic The Depression forced many people to go without medical safety. Allied Mutual Automobile Association lent special care. Many hospitals nationwide faced bankruptcy. Unem- ployed people paid for hospital care with goods or services. We've Gotcha Covered: The Iowa Insurance Story

continued

Blue Cross and Blue Shield of Iowa and South Dakota, began in Risk sharing: Sharing the financial loss 1939. Its pre-pay plan was designed to provide affordable or group among a large group. health care and to save hospitals from bankruptcy. Members paid regular dues in exchange for hospital care. Blue Shield formed in 1945. It offered doctor-care benefits, with the doctor Procedure: receiving payment directly from Blue Shield. This form of health insurance became a popular employment benefit for many Have students work in groups to develop answers to the companies. As health insurance increased in popularity, many following questions. The results may be presented in both a other companies offered competitive plans. written and an oral report.

By 1920 the world was on the verge of significant medical What major catastrophic events have happened in your breakthroughs. Pathologists could now diagnose diseases, community? Check city or county histories to help you locate although effective treatments often were unavailable. By the such events (these can often be found at your public library). middle of the 20th century, treatments were invented for Then check local newspapers for those dates to learn more diabetes, polio, and kidney failure. about the event. What happened? Who was involved? Do the articles mention insurance coverage? Despite these medical advances, health risks still abound. The extensive use of narcotics, alcohol, and tobacco contributes to The Civil War and the losses faced by people during that period many illnesses and increases the expense of medical care. increased the awareness of the need for insurance. How did the Civil War affect your community? How many local people went to war? Did most of them return?

Vocabulary: What occupations exist in your community? Which are Actuary: Person who computes insurance risks and premiums. perceived as being the most dangerous? What hazards are associated with the occupations? Keep in mind that most jobs Agent: Person representing an insurance company to a have some risks involved. customer. Take a look at your family car. How many safety features can Beneficiary: Person named in an insurance policy to receive you find? Which ones are required by law? Find our when the proceeds or benefits. these features were introduced. When did they become required? Who was involved in their development? Can you Coverage: All risks covered by the terms of an insurance find any references to involvement from insurance companies? contract. What insurance companies are now, or have been located in Insurance: Contract by which a company guarantees a person your community? How did they become established? Where or group that a certain sum of money will be paid in case of a did the company originate? loss by fire, death, accident, theft, or another similar event.

Law of large numbers: A mathematical concept of risk sharing. One loss is compensated with contributions received Assessment of Outcomes: from the large number of other policy holders. Have each student group present its small group discoveries in Mutual: A locally owned and operated insurance company panel discussion format. that charges policy holders for losses only after they occur. If there is no loss, there is no charge.

Policy: A written contract between the insurer and the Extensions and Adaptations: insured. Find out how much it would cost to replace the items in your school room. A local insurance agent might help you figure out Policy holder: The individual or group owning an insurance how much insurance coverage you would need. policy. Write an insurance policy for your class. What are the odds of Premium: A payment for insurance coverage. someone being injured in your classroom or on the play- Reinsurance: To transfer some or all of the coverage from the ground? Your teacher may be able to give you figures from original insurer to a second company. past school years. Use this information along with the help of a local insurance agent. Risk: The possibility of loss or injury; source of danger. Check your school and home for hazards. What can you do to 390 eliminate those hazards and reduce your risk? Make this a class project.

Locate Sanborn Insurance maps. There is probably a map for your community. Try your public library, local museum, or county courthouse. From these maps you can recreate areas of your community. Try making a three-dimensional model of your community. How has your community changed? What effect might this have on the types of risk prevalent in the area?

Create your own insurance company. Design ads and a logo. What type of insurance will you provide? What type of premiums will the insured pay? How will you market your service?

Resources: Books and Articles, Grades 4-8

"Health in Iowa." The Goldfinch 9 (April 1988). (SHSI, PL)

Dorothy Schwieder, Thomas Morain, and Lynn Nielsen. Iowa Past to Present. Ames: Iowa State University Press, 1991. (SHSI, PL) Books and Articles, Grades 9-Adult

John Bainbridge. Biography of an Idea: The Story of Mutual Fire and Casualty Insurance. Garden City, NJ: Doubleday, 1952. (SHSI)

William H. Cumberland. "Iowa Fights the Spanish Influenza." The Palimpsest 62 (1981) 26-32. (SHSI, PL)

Henry Giese. Of Mutuals and Men: The Story of the Rise of Mutual Insurance In Iowa. Des Moines: Garner Publishing, 1955. (SHSI)

Barbara Beving Long. Des Moines and Polk County: Flag on the Prairie. Northridge, CA: Windsor Publishing, 1988. (SHSI)

George Sexton Pease. Patriarch of the Prairie: The Story of Equitable of Iowa 1867-1967. New York: Appleton- Century-Crofts, 1967. (SHSI)

John L. Stanford. Tornado: Accounts of Tornadoes in Iowa. Ames: Iowa State University Press, 1965. (SHSI)

Marjorie Vandervelde. "Iowa's First Fatal Auto Accident." Iowan 7 (Aug.-Sept. 1959). (SHSI, PL)

Joseph F. Wall. Policies and People: The First Hundred Years of The Bankers Life. Englewood Cliffs, NJ: Prentice-Hall, 1979. (SHSI)

391 ft9sa6tZstskIstece Name Date Directions: List 10 risks you and your family and friends may face on any given day in Iowa, what may cause each risk, and how to avoid each danger. (Look for examples of these risks when you visit "We've Gotcha Covered.")

Risk Possible cause How to avoid risk

(example)Car accident Drunk driving Don't drink and drive

10 392 Vbeal97461* artk

I I I

Across 1.Person who computes insurance risks 7.To insure again 9.Insurance does this with a risk 3 10. Payment for coverage

Down w V7 W a. 2. Terms of an insurance contract 3. Dangers n 3 4. Insurance company representative H 5. Law of 9 N 6. Person receiving proceeds of an insurance policy -V 8.This is purchased to protect against loss N S N Z9 11. Type of insurance company 9 5 V 393 A VI. Folklife

4".:1"

71 Folklife Guide Introduction to Lesson Plans

The folklife information on the following pages has been English: Have students use their own traditions and stories as adapted from "Nevada Folk life Curriculum" written by Andrea subject matter for writing assignments. Asking kids to write Graham and the "Palm Beach County Curriculum" written by about how they were named, or their favorite holiday tradi- Janis Rosenberg. This general information is followed by three tions, will guarantee interest, and no one will say they can't lesson plans which are designed to fit into a social studies think of what to write. Elizabeth Simons' book Student Worlds, class, Iowa history in particular, but with very little modifica- Student Words (listed in the bibliography) is an excellent tion they can be used for U.S. history classes and in English resource for using folklore in writing classes. Another approach classes with assignments made into writing exercises. A in English classes is to look for elements of folklore in the general list of resources precedes the lesson plans. In addition literature your students are reading. Writers such as Mark to the lesson plans is more specific folklife information that Twain incorporate things like jokes, superstitions, local legends, has not yet be formalized as lesson plans. However, there are nicknames, and lots of children's lore in their stories. Harper some suggested activities that could be tested in the classroom Lee's To Kill A Mockingbird is full of examples, as are Laura if the teacher has the time and inclination to do so. The general Ingalls Wilder's "Little House on the Prairie" books. information and lesson plans are intended as a starting point for introducing teachers and students to the field of folklife. Math: The geometry of quilt patterns, measuring lumber to Each lesson has some suggestions for including folklife build a shed, counting cows or sheep being branded or sold, materials in a number of different subjects, from math to and measuring ingredients for cooking are just a few examples vocational education. Once you and your students have a basic of the ways math is applied in traditional life. There are math understanding of what folklife is, you will see examples of it riddles that kids test each other with; and we are always everywhere. In this way, without a lot of extra time or special approximating costs, distances and other amounts with lessons, folklife can become a recurring theme in all subject traditional formulas. areas, just as it is woven throughout all facets of our lives. Science: Science classes can explore the scientific basis for Folk life is all around us, it is part of all of our lives; in fact it is such folk practices as dowsing or water witching, the use of so close that we usually don't see it as a subject worthy of plants for medicine, traditional agricultural skills and beliefs, study. Folk culture is everyday culture. But it is precisely natural materials used in crafts such as willow basketry or because folklife is so integral to who we are that it is so buckskin tanning, and the ecology or ranching, farming and revealing and can teach us so much about our family, our hunting. community and our nation. By extension, studying the folk Art: Traditional artists can be used very effectively in the traditions of another person can help us understand their view classroom. Demonstrations and hands-on practice in quilting, of the world, too, and help us see that people are not so blacksmithing, Native American willow basketry, beadwork, different in their basic needs and feelings, just in how they embroidery, or woodcarving will all expose students to express them. different esthetics and techniques. Students can also see that Since everyone, even the youngest schoolchild, has and uses art and artists are all around them in their community. folklore, there is plenty of material for students to draw on. Music: Traditional fiddlers, accordion players, piano players, This makes a folklore unit a good starting place in the study of singers and dancers can add a lot to a music classroom. As state or national history and culture, and even for the study of with artists, musicians are all around us and students can see other countries. Folk life topics are great for writing assign- how music can be a part of life even if one is not a profes- ments because they let students write about themselves and sional performer. Traditions of ethnic groups can be presented something they are familiar with. And traditional systems and and compared. styles of math, science, crafts, and music can be brought in to the classroom as a way of connecting students to the local Vocational Education: Woodcarvers, musical instrument culture. The following list suggests ways folklife can be used makers, builders, leatherworkers, farmers, agricultural related not only in Iowa history or social studies classes but also in occupations, and members of just about any occupational other disciplines. group will have their own traditions and skills that can be shared with students. The skills they have learned on the job 3J and from old-timers in their profession are often the richest food, music, dance, crafts; history of particular ethnic groups in and most important, and this is an important idea for students your area. to understand. This should not diminish what is learned formally in school, but just makes us aware that there is more Ethnic museums, clubs and associations: same as above. to a job than the routine skills. Agricultural extension offices and Agriculture Council: history Home Economics:Traditional cooks from various ethnic of farming, local crops and livestock, yearly cycle of planting groups can share their recipes and skills in cooking classes, and and harvesting, ag products. traditional quilting, knitting or embroidery would be wonderful Churches: especially those with ethnic congregations, such additions to a sewing class. as black, Greek Orthodox, Hispanic Catholic, or Korean, Jewish As you prepare your lessons, draw from your local folklife for synagogues, and Mormon congregations. Churches often examples, and always solicit examples from your students. You sponsor cultural events such as festivals, bazaars, and saints' can be your best resource for traditions that exist in Iowa. days that incorporate traditional foods, music and beliefs. Once the initial concepts are introduced, you may be delighted Indian tribal offices and senior centers: many tribes have with the contributions your students will want to makefrom cultural programs already set up, and can help identify a boy's christening gown to a scary story told on Friday the basketmakers, beadworkers, storytellers, musicians, dancers 13th. and traditional cooks. Smoke shops and other tribal stores Even though the following folklife lessons were prepared with usually sell Indian crafts and may direct you to local makers. middle school students in mind, the lessons are adaptable to Fabric and quilt stories: traditional quitters and almost any grade level. Some of the simpler activities, such as needleworkers. making paper airplanes, talking about names, or collecting recipes would work for elementary students, although probably Senior citizens centers. not for the youngest children. Special Education students can also do some of the activities. And there is enough information Hunting and fishing guide services: guides have an intimate knowledge of the local landscape and wildlife, often learned in the additional lessons, and in bibliographic references, to traditionally. develop interesting activities for high school students as well. Also, folklore is a subject that older students can teach to Local festivals and celebrations: Indian powwows, ethnic younger students, if that happens in your school. festivals, saints day celebrations, rodeos, county fairs, food These lessons don't have to be kept in a classroom setting, festivals, church homecomings, ethnic and religious holidays either-they would make engaging activities for clubs, boy or (Columbus Day, St. Patrick's Day, Chinese New Year, Cinco de Mayo, etc.). These occasions are usually rich in traditional girl scout troops, and summer camps. In or out of the classroom, a folklore unit is a good way to get a group working performances, crafts, beliefs, and foods and can provide an opportunity to observe folk culture in action and to talk to together, learning about each other, and ready to be open- minded about other people and places. outstanding artists and knowledgeable members of a folk community. The key to developing an exciting unit on Iowa folklife is using Local museums, historical societies and libraries: don't forget real-life examples from students' own lives and their commu- these obvious sources of local history and culture. Often paid nity. You can see how well they respond and learn when their or volunteer staff members have an extensive knowledge of own traditions are used to illustrate points in the lessons. Use the community and can direct you to old-timers with tradi- that same sense of relevance to broaden their exposure by tional knowledge and skills. using local folks to extend their understanding beyond the classroom and family. The information you gather can be used in a number of ways. A good place to start is with the list of resource people and You will have specific examples to use in class lessons on various aspects of Iowa folklife. If you took pictures of people, institutions in the resource section of this curriculum. Some events, or objects, they can be used to make lessons even more fieldwork in your area may well have already been done, and interesting. Tape recordings of music or stories are also good the resource people can put you in touch with people who for classroom use. would be good sources of information on local traditions and who could visit your classroom. You may know local historical If you have the time and a capable class, you can have the society members, craftspeople or performers. Ask them to help students themselves conduct tape recorded interviews with out. The families of your students are also a good source of tradition bearers, take photographs, and write up articles for information. Talk to them about the project and the kinds of publication, either in a local newspaper or in a school publica- people you are looking for; they may have leads in areas of tion. The well-known Foxfire cultural journalism program in your community you are unfamiliar with. Then broaden your Georgia does just this with great success. They have been net and approach local businesses, clubs, stores-anyplace that putting out a magazine for 20 years, and have had a dozen might have a connection to traditional artists. bestselling books, all written by high school students.

The following list is to get you started; the kinds of places you To really help your students understand local traditions, you will look will of course depend on the size and nature of your can invite a folk artist or performer into your class, or take a community. field trip to his or her home or shop. You might also want to plan a trip to a local museum with senior citizens, who can talk Ethnic restaurants and groceries: ethnic traditions including 396 Folklife Guide Introduction to Lesson Plans

continued

about the displays and help bring them alive for the students. Jan Brunvand. The Study of American Folklore: An Introduc- While traveling, be sure to have students notice the local tion. New York: W. W. Norton, 1968. landscape, buildings, neighborhoods, cemeteries, rural landscapes, and other elements of the area that make it Richard M. Dorson, ed. Folklore and Folklife: An Introduction. Chicago: University of Chicago Press, 1972. unique.

Bringing a folk artist or tradition bearer into school may be the Alan Dundes, ed. The Study of Folklore. Englewood Cliffs: only way some students can get to see and talk to a traditional Prentice-Hall, Inc., 1965. artist face to face. Often folk arts are maintained and passed Henry H. Glassie. Pattern in The Material Folk Culture of the on within a close community and outsiders may never know Eastern United States. Philadelphia: University of Pennsylvania they even exist. By making students and others aware of the Press, 1969. diversity of skills and cultures in their own locale, they can learn to appreciate different traditions and to become more Kenneth Goldstein. A Guide for Fieldworkers in Folklore. attuned to artistic elements in their own lives. The Department Hatboro, PA: Folklore Associates, 1964. of Cultural Affairs -Iowa Arts Council has an artist-in-residency Wayland D. Hand, et al. Popular Beliefs and Superstitions: A program that can help you bring an artist, musician, or Compendium of American Folklore from the Ohio Collection of performer into the classroom. Newbell Niles Puckett 3 vols. Boston: G. K. Hall and Company, Arranging for a folk artist to visit your school should not be 1981. difficult or complicated, but there are a few things to think Edward Ives. The Tape Recorded Interview. Knoxville, TN: about to make the experience pleasant for everyone. The ideal University of Tennessee Press, 1980. visit will be with one class at a time. Most folk arts are intimate in scale (with the exception of some music and dance Herbert Knapp and Mary Knapp. One Potato Two Potato: The traditions) and are not suited to large workshops or assem- Secret Education of American Children. New York: W. W. blies. Students should be able to see what is going on, and Norton, 1968. should be encouraged to ask questions..They should be prepared ahead of time with background information on the Bruno Nettl. Folk Music in the United States: An Introduction. artist and his or her art. Detroit: Wayne State University Press, 1976.

An artist from a performing tradition may also be appropriate Phillipe Aries. Centuries of Childhood. New York: Vintage, 1962. for a school assembly, although classroom visits will probably Mary Ellen Goodman. The Culture of Childhood: Child's Eye be more beneficial to the students. A musician, singer, or Views of Society and Culture. New York: Teachers College farmer poet, for example, could perform for a larger group as Press., 1970. long as he or she is at the school and is willing, so more kids could at least be exposed to their art. Johan Huzinga. Homo Ludens. Boston, MA: Beacon Press, 1955. If you have the time and a capable class, you can have the students themselves conduct tape recorded interviews with Peter Opie and lona Opie. Children's Games in Street and tradition bearers, take photographs, and write up articles for Playground. Oxford, England: Oxford University Press, 1969. publication, either in a local newspaper or in a school publication. The well-known Foxfire cultural journalism program in Brian Sutton-Smith, et al. The Folkstories of Children. Philadel- phia: University of Pennsylvania Press, 1981. Georgia does just this with great success. Ann Cook, et al. What Was It Like When Your Grandparents Were Your Age?New York: Pantheon, N.D. Folklife Resources: Janet Dixon and Dora Flack. Preserving Your Past-. A Painless American Folklore Society. Folklore Folklife. Washington, D.C.: Guide to Writing Your Autobiography and Family History. The American Folklore Society, 1984. Garden City, NJ: Doubleday and Co., 1977.

Peter Bartis. Folklife and Fieldwork: A Layman's Introduciion to Family Folklife Program of the Festival of American Folklife. Field Techniques. Washington, D.C.: American Folklife Center, Family Folklore. Washington, D.C.: Smithsonian Institution, 1982. 1976. (order direct from Smithsonian's Office of Folklife Programs, L'Enfant Plaza Suite 2600, Washington, D.C. 20560). Betty J. Belanus, ed. Folklore in the Classroom. Indianapolis: Indiana Historical Commission, 1985. Steven Zeitlin, Amy Kotkin, and Holly Cutting Baker. A Celebra- 397 tion of American Family Folklore. New York: Pantheon Press, Eliot Wigginton, ed. The Foxfire Book. Garden City, NY: 1982. Doubleday, 1972.

Judith M. Barnet. "Culture's Storehouse: Building Humanities Eliot Wigginton. Sometimes a Shining Moment the Foxfire Skills through Folklore," Intercom 90/91. Experience. Garden City, NY: Anchor Press/Doubleday, 1986.

Max Decker. "Local folklore: An Untapped Treasure," School and Community 59 (1972): 23.

Rachel Davis DuBois. Build Together Americans: Adventures in Intercultural Education for the Secondary School. New York: Hinds, Hayden, and Eldredge, Inc., 1945.

Philip D. Jordan. "Folklore for the School," Social Education 15 (1951): 59-63, 741951.

Edith W. King. Teaching Ethnic Awareness: Methods and Materials for the Elementary SchooL Santa Monica, CA: Goodyear Publishing Co., 1980.

National Education Association. Americans All: Studies in Intercultural Education. Washington, D.C.: NEA, 1942.

Michael G. Pasternak and James Yonts, Jr. Helping Kids Learn Multicultural Concepts: A Handbook of Strategies. Champaign, IL: Research Press, 1979.

Bernard Weiss, ed. American Education and the European Immigrant 1840-1940. Urbana, IL: University of Illinois Press, 1982.

David Weitzman. My Backyard History Book. Boston: Little Brown, and Co., 1975

Pamela Wood. You and Aunt Arie: A Guide to Cultural Journal- ism Based on Foxfire and Its Descendants. Lakewood, CO: Great American Printing Co., 1975.

Sylvia Yee and Lisa Kokin. Got Me a Story to Tell, A Multi-Ethnic Book: Five Children Tell About Their Lives. San Francisco, CA: St. John's Educational Threshold Center, 1977:

Betty J. Belanus, et al. "Folklore in the Classroom." Indianapo- lis: Indiana Historical Bureau, 1985. Workbook developed for Indiana school teachers; includes definitions and essays on aspects of folklife. Lesson plans, activities, resources. Lots of useful suggestions and background. Available for $5.00 from Indiana Historical Bureau, 140 North Senate, Indianapolis, IN 46204.

The Foxfire Fund, Inc., Rabun Gap, GA 30568. The Foxfire organization has a teacher outreach program, publishes a newsletter, and helps organize regional networks of teachers using the Foxfire approach to education. This is an excellent resource and a great way to get kids involved in their communities.

Marsha MacDowell, ed. Folk Art in Education: A Resource Handbook. East Lansing, MI: Michigan State University, 1987.

Elizabeth Radin Simons. Student Worlds, Student Words: Teaching Writing Through Folklore. Portsmouth, NH: Heinemann Educational Books, 1990.

Randi Sinlnutzer and Beth Gildin Watrous, eds. Drawing from 398 the Well: Oral History and Folk Arts in the Classroom and Community. Greenfield, MA: Pioneer Valley Folklore Society, 1990. Understanding Folklife and Folklore

Grade Level410

Class Periods49

Goals/Objectives/Student Outcomes: Alan Dundes, a folklorist who teaches at the University of Students will: California at Berkeley, defines folk as "any group of people whatsoever who share at least one common factor." The key Identify in writing at least two kinds of folk, folk word defining "folk" is people. Folk are people. Folk groups groups, and folklife. are groups of people who share at least one common factor (language, religion, occupation, etc.). Folk groups meet on a Examine the basic characteristics of folklore using regular basis, oftentimes in face to face situations. There are examples of their own folklore and cite two exceptions to this, however. For example, folk groups such as examples of how traditions are transmitted. CB radio operators meet regularly through their radios rather than face to face. Nonetheless, when folk groups meet and share, they are creating folklife, the activity of folks in folk Materials: groups. 1. cigar or shoe boxes Folklife is characterized by several traits. First, it is learned and passed on informally, usually by word of mouth or by example 2. paper, glue, scissors in face to face situations. It is not the information we gain from 3. items to identify student or teacher books or by watching 1V. It is the joke we hear from a friend and pass on at the dinner table that evening; it is learning to 4. paper for paper airplanes make a paper airplane by watching and trying ourselves.

5. jump rope Second, folklife is traditional; that is, it has some depth in time. A story we tell about a strange experience that happened to us 6. "Who Am I?" worksheets yesterday is not folklore, although it may well contain some elements of traditional narrative. A story about the poodle who blew up while being dried in a microwave, heard from a "friend Background: of a friend," has been spread around the country for years by The legislation that set up the American Folklife Center in the oral transmission and is an example of folk tradition Library of Congress in 1976 defines American folklife as "the Third, folklife is shared within groups of people, the "folk" in traditional, expressive, shared culture of various groups in the folklore. The group can be a school class, a family, an occupa- United States: familial, ethnic, occupational, religious, and tional group such as teachers or ranchers, or an ethnic group. regional." It continues, "Expressive culture and symbolic forms, Folklore binds a group together, reflects its shared values and such as custom, belief, technical skill, language, literature, art, interests, and can serve to educate newcomers into the ways of architecture, music, play, dance, drama, ritual, pageantry, and the group. An individual's good luck belief or ritual is probably handicraft. Generally these expressions are learned orally, by not folklore; a similar practice or belief subscribed to by a imitation, or in performance, and are maintained or perpetu- whole group of sixth graders is. ated without formal instruction or institutional direction." Fourth, folklore exists in different versions. Two people can tell Definitions are very neat and concise, but it is usually easier to the same joke, recognizable as such, but each version will be a understand what folklife is by using specific examples (we use little different. Everyone can make a paper airplane, but each the terms folklore and folklife interchangeably, although will be a slight variation on a theme. folklore tends to imply oral traditions, and folklife includes the broader range of material and customary traditions such as Fifth, folklore is usually anonymous in origin; no one knows crafts, architecture, occupational skills, and holiday celebration). who made up the first knock-knock joke, or who the first person was to make a particular kind of saddle. Traditions are added to The term folk is most often associated with people who live in and changed constantly, so they are really group productions as rural communities. Folklife is usually considered the "old-time" well as individual creations. activities of these people: quilting and playing hoedowns on the banjo. These applications of the term are not entirely incorrect. Finally, and perhaps most crucially, folklore is creative. It goes Yet the term folk can be applied to a wider range of people. beyond the functional to include someone's idea of beauty or 399 fun. It expresses something important about the culture that Many different type of objects and activities are included under supports it. It makes life interesting. And it is central to what the heading of folklife: oral lore such as stories, jokes and makes us human. legends, songs, instrumental music, dance, beliefs and superstitions, celebrations and holidays, games, occupational skills, Folk arts are informal and local or regional. Examples include vernacular architecture, crafts and food, to name a few. southern fiddle and banjo music, local historical legends, log houses, cowboy poetry, town celebrations, family holiday Traditions are the customs, beliefs, practices, and knowledge customs, handmade saddles and home remedies. Folk arts are passed on in our folk groups. The study of folklife consists of the different in different parts of the country; they tend to change study of traditions. Traditions are passed on or learned in little over time, but vary widely from place to place. informal situations in two ways: by word of mouth, and by observation and imitation. Verbal traditions (telling stories and Folk arts are all important, and they all contribute to the jokes, etc.) are passed on by word of mouth. Materials tradi- richness of our society. For a long time, however, the folk arts tions (furniture making, boat building, quilting, etc.) are learned have been often overlooked. They have been taken for granted by observing the actions of more experienced makers and or accorded lesser status because they are part of the everyday imitating their actions as a means of "learning by doing." world. There seemed to be nothing "special" about them. But Traditions are learned from a variety of people, too. They may imagine what life would be like without the rituals of everyday be passed down from generation to generation, or they life we share with our families, colleagues and friends. Think may be passed on between peers who are members of the same folk how much it means to be able to share a joke with fellow group (students, teachers, etc.) teachers, a joke probably no one else would understand. Think about the things that make your community unique-the look of farms and ranches on the land, the style of houses, the ethnic restaurants, the community celebration, the stories about how Procedure: local landmarks were named. Think about how important the 1. Introduce students to the topic of folklife by writing the skills of musicians, dancers, crafts workers, cooks and storytell- words "folk," "folk group," and "folklife" on the board. Explain ers are to your community, your church, your ethnic group, and that folk are people like you and the students. Ask students to your family. It is folklore that makes life personal and real and name the kinds of folks they may know personally and list these relevant. under the work "folk" on the board. Have students name the We would not create, use and pass on folklore if it didn't serve groups they belong to and write these under the heading "folk some purpose in our lives and our communities. Many types of group." Explain that "folklife" is a compound word made up of folklore are entertaining-music, stories, games-but often they two words, folkpeople and lifeliving. Under the word also serve as important means of educating people, particularly "folklife," have students give examples of activities which they young people, into the values and beliefs of their culture. As do daily in their homes that are a part of their family's routine. such, they also are a strong tool for maintaining group solidar- 2. Speculate about the ways people can be identified as ity, expressing shared esthetics and attitudes, and validating members of a folk group by their names. discuss nicknames, cultural norms. Interestingly, folklore sometimes seems to having students who have nicknames tell the class what their express ideas that are contrary to a group's values; this may nickname is, how they got it, and who calls them by their actually reinforce those values by going to the opposite nickname. Talk about how some of the folk groups (family, extreme. And we can't overlook the important function of scouts, etc.) we belong to use our nicknames to describe us as a "letting off steam" and testing limits that such things as dirty member of their folk group. jokes, song parodies, and graffiti fulfill. 3. Demonstrate how folklife is all around us by actually Aside from the ability of folklore to educate us about our local collecting examples of folklife. Have students bring items from community and make us aware of the importance of tradition in home, small enough to fit in a cigar or shoe box, that they think our own lives, what can it tell us and our students about the represent a kind of folklife found in their town or county. Have larger world? Because everyone has folklore, no one is left out. the students identify on a slip of paper what the item is and Students have a wealth of examples from their own lives that where it came from. Attach the slip to the object and place it in can be used to understand the lives and traditions of others. a cigar or shoe box for display. Folklore is so close that the problems of relevancy are nonexist- ent. From an understanding of their own traditions and folk 4. Have each student make a paper airplane; anyone who does groups, students can reach out to the folk cultures of other not know how can learn from another member of the group. By groups in their community. Folklore is a road into other ways of asking questions about the making of paper airplanes, elicit a life. Other people aren't weird or odd, just different; they do the list of characteristics of folklore which should be writtenon the same things we do, they just express them a little differently. By board. Folklore is: learned informally, shared within group, moving from themselves to their communities, and then to the traditional in nature, creative or expressive, exists in versions, state, the whole country, and even to other cultures around the anonymous in origin. world, students can make leaps of understanding. They can For example: learn to appreciate diversity, even to revel in uncovering the a. How did you learn to make a paper airplane? should get similarities and differences between themselves and others. answers about learning from other kids, by watching and doing, From this comes, we hope, tolerance of others and an openness not in school or from books. This illustrates the first point, that to new and different experiences that can be carried on through folklore is learned and passed on informally. life. b.Whomakes paper airplanes? Kids, not adults (although all 400 Understanding Folklife and Folklore

continued adults were once kids and do know how to make airplanes, Extensions and Adaptations: they probably don't much anymore); the lore is shared by that In small groups, talk about some kids' games, such as hop- group. Kids also share other traditions, such as games and scotch, hide and seek, jump rope, or whatever is popular at jokes, that other group don't use. your school. such things as rhymes to choose an 'it' in games, c. Do you think your parents or older brothers and sisters know telephone pranks, tongue twisters, an d jump-rope rhymes are how to make paper airplanes? They probably do; the tradition all examples of children's folklore. Ask the students to think has been passed on for a long time, it is not new. about how they learned the games, who plays them (boys or girls, younger or older kids), how the rules are set and if they d. Do paper airplanes serve a purpose? Or are they for fun? can be changed, variations described by different kids. In a They are not really functional, they serve as an outlet for discussion with the whole class, ask for examples, and again creative expression. relate games back to the characteristics of folklore on the e. Are all of the planes here exactly alike? They are all a little board. Have students draw different hopscotch boards, playing different, but they are still all recognizable as paper airplanes; fields or other visual aspects of games on the board. Some they exist in versions. students may come up with examples of games from popular culture (board games, baseball, etc.). You can use this opportu- f.. Who made the first paper airplane? No one knows, but the nity to explain the differences between them and folk games; idea has been picked up and passed down by generations of they have formal rules, sometimes written down; the game is school children. played the same way everywhere; it is learned in gym class, etc.

5. Discuss how a person learns to practice a tradition by using a familiar example. Have the students teach another student a process using one or more of the following: jump rope rhyme, Resources: storytelling, Chinese stars, hand clap games. American Folklore Society. Folklore, Folklife. Washington D.C.: Point out that in each case a tradition is passed from one The American Folklore Society, 1984. person to another in a very similar way (informally, by repeating the words or imitating the action). Andrea Graham. "Nevada Folklife." Nevada Department of The act of passing the rhyme or making the object is called Education and Nevada State Council on the Arts, Carson City, "transmission." Nevada.

6. In small groups, discuss and share various cures for hiccups. "Iowa Folklife." The Goldfinch 10 (April 1989). Let the kids talk about how they cure hiccups, and see how Janis Rosenberg. "Palm Beach County Folklife: A Guide for many different cures they have heard. After a few minutes, lead Teachers." White Springs, Florida. a class discussion on hiccup cures, asking for all the different examples. Repeat the characteristics of folklore in relation to the cures.

Assessment of Outcomes: Display county/town boxes and have students discuss with one another what the items in the boxes represent.

The students will probably be itching to throw their airplanes; you may want to let them do so before you get back to the lesson, or tell them to wait until the end of class. A target on the blackboard to aim for will help direct their energy and the planes. You might also suggest that they start a bulletin board on folklore, and put up a selection of airplanes to start it off.

Have students complete the "Toy Making" or "Who Am I, Who Are You" worksheet

40.E Name Date.

NAMeio 1.9 V110 lyre Yotr?

What is your name?

Do you have a nickname? If you do, what is it?

What was your date of birth? Your place of birth?

What are your parents' or guardians' names? Mother: Father: Guardians.

Where were they born? Mother: Father: Guardians:

When were they born? Mother: Father: Guardians:

Describe your best friend:

Describe your favorite possession-

Describe your favorite game:

What kinds of clubs or groups do you belong to?

402 Name: Date:

Toy -(setktleig

Have you' ever made a toy from paper, gum wrappers, or rubber bands? Describe your toy by answering these questions:

What is the name of your toy?

What materials do you use to make it

Who taught you to make the toy?

What is his or her name?

Make the toy and tape it onto this page.

403 Name. Date

Nkialps.69sbe/atireR?

Ask a friend to tell you about a game he or she likes to play. Describe thegame by answering these questions:

What is-your friend's name?

What is the name of the game?

How did your friend learn to play the game?

Describe below how you play the game:

404 Family Folklore

Grade Level 411)

Class Periods

Goals/Objectives/Student Outcomes: unit explaining the folklore lesson and asking for help and cooperation when children come home asking questions. Some Students will: families may not want to share some of the information asked Define in writing family folklore. for, and that's finecultural traditions are very personal and often private, especially those connected to religion or other Identify aspects of family folklife through belief systems. discussion of traditions of their own names. Because some parents may be wary of providing information, Identify examples of family heirlooms, family and because there are so many non-traditional families, a stories, and family recipes as types of family folklife. teacher will need to be flexible in making assignments. Some students may not live with either parent, or many rarely see a Look at family bonding and continuity through folk parent who works late shift, or may not feel they can talk to a traditions. parent, and so will have a hard time with a few of the assign- Identify family activities which meet the criteria of ments (how they were named, collecting a family recipe). folklore and folklife. Alternatives might need to be suggested in these cases, such as having a student write about his or her nicknames rather than a given name, or getting information from another adult like a neighbor or foster parent. If there are no family celebrations, Materials: rituals or other traditions among their students; in this case, 1. Family photographs you might get them to talk about celebrations or traditions in some other group they belong to, such as a club, sports teams, 2. Family recipes or even the classroom.

3. "Discover Your Own Family Folk life" worksheet 1. In small groups, share information gathered from assignment on how they got their name. Questions and Discussions: How 4. "Family Information" worksheet did you get your name (have them ask parents or other relatives). Who picked your name: When was it chosen? Is it a family name? How are others in your family named? Do you Background: have any nicknames, and how did they originate? Who class Folklife traditions are all of the traditions that are passed on you by nicknames? Children who have family problems may from one generation to another and are usually learned by have a hard time with this assignment as given; suggest that word-of-mouth. Students hear stories and songs from parents. they focus on nicknames as an alternative. Often are involved in activities such as catching a fish, making 2. As a class, share examples of unusual naming traditions, a quilt, or telling a joke. We inherit folklife from our family and different reasons for naming of two students with the same friends. When students play a game like tag there is a good name, etc. Naming traditions can be based on religious or chance their great grandparents played the same game when ethnic heritage (always naming the first son after the father or they were the same age. Examples of family folklife is passing grandfather; saints' names in Catholic tradition), regional on heirlooms, passing on family recipes, learning to do family traditions, or individual family traditions (such as giving all the folk arts such as quilting or woodcarving, having family children the same initials). There are also traditional patterns of reunions, telling family stories. nicknames, for example when a parent and child have the same name. Relate the discussion back to the characteristics of folklore discussed in lesson one: naming traditions are shared in Procedure: groups (family, ethnic, etc.), learned informally, passed down in A number of activities in this lesson plan deal with family groups, creative, varied, etc. This discussion can easily fill a traditions or require that parents or other relatives be asked for class session, and lead to other family stories. See the book A information, such as how a child was named. For this reason, it Celebration of American Family Folklore (in bibliography) for might be a good idea to send a letter home at the start of the examples and types of stories you can elicit from the kids. 405 Student Worlds, Student Words also has a chapter on naming player picks a card and chooses a second player to answer the traditions and some activities that can be developed using question on the card. After answering the question, the second them. player picks a card to ask a third player. This continues until all the questions have been answered. The game has no right or 3. Collect a family recipe. Write it down, along with informa- wrong answers, and there are no winners or losers. after some tion on its origin (from another country or part of the U.S.), of the answers are given, let others share their answers to the when it is prepared (special days, holidays), who makes it, and same question. By sharing, the players will see that there are any special ingredients required. Alternatively, the recipe can many similarities in the ways families traditionally behave. come from a friend or neighbor, or from the student's own experience outside the family. As a full class, share some of the recipes students have brought in. Relate the discussion back to the characteristics of folklore. Some of the recipes may be Resources: posted on the folklore bulletin board, or printed in a class Barbara Allen. "Folklore in Domestic Life." Folklore in the cookbook. Classroom. Indianapolis: Indiana Historical Commission, 1985, 4. Family stories is another example of family folklife. Explain pp. 39-44. that all families have stories passed on through tradition. Cook Ann, et al. What Was It Like When Your Grandparents Describe some of the topics for family stories telling some of Were Your Age? New York: Pantheon. your family's stories to illustrate. Give Students the opportunity to relate some of their family's stories. Some topics may Family Folklife Program of the Festival of American Folklife. include: how and when the family came to the U.S.; eccentrici- Family Folklore. Washington DC, Smithsonian Institution, 1976. ties of family members; stories about daily life in the past; first (Order directly from Smithsonian's Office of Folklife Programs, meetings and courtships of parents; mischief and punishments; L'Enfant Plaza Suite 2600, Washington DC 20560.) non-major childhood accidents; famous or near famous family members; babies first sentences; etc. Steven Zeitlin, Amy Kotkin, and Holly Cutting Baker. A Celebra- tion of American Family Folklore. New York: Pantheon Press, 1982 Assessment of Outcomes: Discussions where students share family traditions Family Folklore Card Game Questions: Completion of worksheets What music, songs or musical instruments does your familyor other group enjoy? Examples of traditions or recipes posted on bulletin board How did your parents meet and get married?

Do you own anything that is not worth much money, yet isa Extensions and Adaptations: prized possession you plan to keep? Where do you keepyour To learn more about family relationships, customs, hobbies, personal treasures? occupations, events, and stories, have students look through Think of a holiday, such as Christmas, Hanukkah, Easteror photographs at home. Have them answer the following thanksgiving, and the foods your family prepares for it. What questions about the photographs. Students may have to ask one food would your family be sure to include in the celebra- family members for information about the photos. tion? Who are the people in the photograph? Is there anything that has been passed down through the What are they doing? generations in your family? (this could be an object, a story, or a tradition: a hunting rifle, a piece of furniture, jewelry, a What is the relationship of the people to each other? picture, a family Bible, etc.)

What kinds of clothes do they have on? Did you have any beliefs or fears when you were veryyoung When was the photo taken that you no longer believe or fear?

In small groups of 5 or 6 students, play Family Folklore Card Describe your favorite family photograph. Game (see worksheet that follows). Other questions may be Can you recall the funniest mistake or worst accident that has added to this list. These questions also make good short free happened in your kitchen? writing assignments; later they could be used as the basis for an autobiography. As a full class, have each group choose the How does your family celebrate Christmas/Hanukkah/birth- most interesting story that came up during the game, and days? share it with the class. Ask the students to relate the examples Describe a favorite costume or dress-up outfit you have worn. back to the characteristics of folklore discussed in the first Iesson.(Adapted from "4-H FOLKPATTERNS: Family Folklore" Have you ever bought or collected a souvenir? produced by the Cooperative Extension Service of Michigan State University) Prepare ahead of time 3-by-5 index cards or What do you do to get well when you have a cold? pieces of paper with one of the following questions on each. What special privileges does the birthday person in your family Place the cards face down in the middle of the table. The first 406 Family Folklore

continued

have on his or her birthday?

Is there a food your family prepares that others consider delicious?

Can you thinkof a practical joke or prank that you have pulled or that has been pulled on you?

Do you know the story of your name or nickname?

Have you been to a family reunion, wedding, or anniversary party? How did you celebrate?

Has your family saved any of your baby things such as toys, clothes, or identification bracelets?

Can you tell any of the stories you've heard your family tell again and again?

Does anyone in your family make faces or use gestures when they talk or at other times?

What is your favorite holiday and how does your family celebrate it?

Can you name all the places you have lived since you were born?

What do you remember about bedtime when you were very young?

Were there any rules in your home that you could not break?

How do or did your grandparents earn a living?

Has your family had any unusual good or bad luck?

Tell us about a "first" for you-first time to sleep over with a friend, first pet, first trip alone, first food you cooked, etc.

Is there an eccentric or strange character in your family? Who is it and why?

Do you sing songs or play games on long car or bus trips? What are they?

What do you do for good luck?

What things bring bad luck?

What games do you play in the snow?

How are you disciplined if you do something wrong at home?

407 Discover Your Own Family Folk life Discovering You The following activities are adapted from "Folklore in 5. The last jokeI heard and/or told the Classroom." produced by the Indiana Historical someone was: Bureau. State of Indiana, and the Indiana Historical Society, and "4-H Folkpattems." produced by 4-H Youth Program Cooperative Extension Service. and the Michigan State University Museum

To discover your own family folklife, fill out the 6. How birthdays are celebrated at home: exercises on the next five pages. (Or you can photocopy them and then fill in your answers.) You can make a scrapbook by adding newspaper clippings photographs, frot. and recipes, Have fun! 7. The first song that I remember my grandmother, grandfather, mother, 1. Name, address, age: father, or other family member singing to me:

2. Where I was born (city, county, state, country): 8. Who taught me to (cook, quilt, sew, fish, hunt, or make some craft) and how long it toolc

3. My nicknames: (a) Now, among my friends: (b) Now, among my family: 9. Jump-rope rhymes or other games I (c) When I was younger remember

4. What I do for good luck: 10. How we celebrate the Fourth of July and/or Thanksgiving at home:

Illustrarans by Shelly alet

4 08 TetvtlIr. tnforvet4ton

What is your name?

What was your date of birth? Your place of birth?

Family traditions:

Collected by: 409 Folk Groups and Community Folklife

Grade Level4111)

Class Periods 411)

Goals/Objectives/Student Outcomes: be a family birthday celebration, an object that has been handed down for generations, a joke that is pulled on new Students will: members of a club or team, the way a religious holiday is Identify various folk groups they belong to and celebrated, a food from your ethnic group, a legend about your the folk traditions of those groups. part of the state, etc. Examine local community folklife and traditions. Assessment of Outcomes: Completion of worksheets Materials: Class discussion about community or group 1. Index cards

2. Pencils and colored markers

3. Construction paper Extensions and Adaptations: Several alternative activities are suitable for this lesson. A field 4. Scissors and paste trip can be made to local museum or historic site to examine artifacts related to traditional life in the local community. The trip may encompass local history, but should be focused on the Background: traditions of average people (farmers, miners, housewives) and Folk groups are composed of people who have something in the things they made and did, and probably still do, as part of common, something that binds them together more than their everyday life. If possible, have a local storyteller or long- superficial (such as being stuck in an airport together for a few time resident accompany the class to talk about local tradi- hours, or living in the same apartment building). People who tions, legends, occupational practices. Ask students for stories are related, who share the same religion, ethnicity or occupa- they know about local characters, landmarks, haunted places, tion, who live in a particular region of the country or the same etc. If a cemetery is nearby, the class can go there to learn community, or who belong to a common organization or meet about traditional gravestones and how people personalize together regularly, may develop traditions out of that shared them (epitaphs, photographs, engravings of favorite things or experience or heritage. pastimes, grave decoration). Graves of famous local people can be used to elicit stories and legends about them, too. Another possibility is a visit to the home or shop of a local traditional artist, such as a quilter, woodcarver, instrument maker or cook, Procedure: or a trip to a farm, mine, or other location where occupational In small groups, students will list the various folk groups to traditions can be seen. A variation of this idea is to have an which they belong. Everyone is a member of numerous groups, artist, performer, dancer or local storyteller come into the and each has its own folklore and traditional culture. Examples classroom and work with students, either demonstrating their include age groups (kids, teenagers, adults), ethnic groups, skills, teaching the kids and letting them try themselves, or religious groups, regional groups (Midwest, East Des Moines, being interviewed by the students. See the sections later in this southern Iowa, Loess Hills area,), occupational groups, the guide on doing fieldwork to locate local artists, and on family (whether it is traditional, single-parent, adoptive, arranging for a classroom visit. 'extended, etc.), and interest groups (sports teams, Boy Scouts In a subject such as English, where field trips are not usually and Girl Scouts, 4-H, band, clubs). As a class, ask several taken, this lesson can be devoted to the oral traditions of the students to list the groups they belong to, and to name a folk local area. This would be a good time to talk about the tradition they share in each group (a children's joke, a game difference between history and folklore; the history of a place played only by girls, an ethnic food, a family birthday celebra- has to be understood in order to understand its folk traditions, tion, a local ghost story, a Girl Scout camp song parody). but folklore is very much alive-it is the past actively carried into Have students write about their favorite group tradition. It can the present. Students will doubtless know local legends about 41.0 lost treasures, interesting characters, haunted places, how certain spots were named, etc. or an assignment can be given to find such a local story and write it down. More than one version will often be told by different students; this can lead to an interesting exercise by looking at what they have in common and how they differ.

A final possible activity is to watch a videotape on some aspect of Iowa traditional life (see resource listing) and discuss the elements of folklore that are shown.

Resources: "Iowa Folk life." The Goldfinch 10 (April 1989).

411 Additional Folklife Information

As you and your students learn more about the traditions attuned to elements of tradition in what they hear around shared in Iowa, the need to organize the information we them in their family and community. obtain becomes greater. The following information has not been formalized as lesson plans but you may want to experi- Folk speech includes regional accents, local terms, specialized ment with some of the activities and develop your own lesson. language, and other elements that make up the distinctive plans. The most common way to organize information about speech patterns of a region or occupation. Ethnic and occupa- traditions is by categorizing it according to shared features. tional groups of course have their own specialized language, some of which has been added to the vocabularies of other There are six basic genres, or kinds of folklife. They are: verbal, Iowans. Local communities also have their own shorthand for materials, custom, belief, motion, and music and song. referring to land marks and giving directions; it might be fun to have students think of local terms that could be confusing to Verbal or ora/ traditions rely on the spoken word: jokes, riddles, outsiders, and to discuss how they came to know about them. stories, legends, rhymes, proverbs, language, and naming. Jokes and riddles are obvious examples of traditional oral Materia/ traditions embody crafts, objects, and other art forms. They are learned from other people, and change form involving the use of physical materials including architecture, slightly with each retelling. While a joke about a recent event landscape, and cemeteries may not have the depth in time usually associated with folk Customs are the ingredient of even larger traditions for they traditions, the fact that it has spread so rapidly indicates that it are the actual activities that make up traditions. For example, is widely shared and that it addresses something important in Thanksgiving dinner is a traditional celebration celebrated with the culture. Jokes can be a way of dealing with sometimes the custom of eating turkey. uncomfortable situations. People make jokes about things they care about and that affect their lives. Beliefs are expressions of what we believe to be true and real: crossing one's fingers for good luck, and carrying a good luck Proverbs are short, usually fixed, phrases that encapsulate charm are examples of this. some bit of wisdom to be passed on at appropriate moments. Students can no doubt come up with dozens once they are Motion is physical activity involved in a tradition, such as prompted with a few suggestions. Perhaps students could give funny faces, noises with hands or arms, imitations, visual jokes, a situation when each proverb might be used, putting it in handshakes and hand signs, dances, and secret signs. context. Another interesting exercise is to come up with pairs of proverbs that seem to give opposing advice, for example, Music and Song consists of traditions which are sung or played "Too many cooks spoil the broth" versus "Many hands make on musical instruments: rap, gospel, fiddle tunes, hand clap light work;" or "Look before you leap" versus "He who songs, and parodies. hesitates is lost." If your classroom has students from different Introduce students to the kinds of folklife by writing the words ethnic groups, ask them for proverbs from their culture and an "verbal," "material," "custom," "belief," "motion," "music explanation of what they mean; then see if there is an and song" on the board. Ask students for examples of equivalent Anglo American proverb. traditions that they think are: spoken (verbal), made from Legends are stories, usually connected with a specific place or something (material) done as a part of a yearly tradition person, and generally told as if they were true. The teller may (customary), believed (belief) done with the body (motion), and not admit to personal belief in a legend, but it is still told and sung or played on a musical instrument (music and song). passed on. Ghost stories, haunted places, local heroes and tragic events all serve as the basis for legends. Oral Traditions: Urban legends are a more recent variant of the typical legend form, and are found all over the country. Details are changed Verbal lore is perhaps the most pervasive of the traditional to fit the local community (they are always set in a recogniz- arts, which makes it both very accessible (everyone knows able nearby location) and they are alleged to have happened jokes and tells stories) and also very likely to be taken for to a 'friend of a friend.' Everyone has heard about the rat in the granted. Students can be encouraged to become aware of Kentucky Fried Chicken, the woman who tried to dry her dog in aspects of oral tradition in their own lives and to become 412 the microwave. the babysitter who gets scary phone calls, or Because buildings and landscapes are more permanent than the horrible things that happen to teenagers parked in the other elements of traditional culture, that can be used to local lovers lane. Jane Brunvand's four books on urban understand local history in a new way, and to make it come legendsThe Vanishing Hitchhiker, The Choking Doberman, alive. History is not dead, it lives on all around us in our houses The Mexican Pet, and Curses! Broiled Again!are good and our daily environment. and it is traditional culture that collections of these stories with explanations about what they makes the connections between the past and the present. mean and why people tell them. Your students will doubtless Specific elements of the countryside to look for include houses, have examples of these kinds of stories, although they barns, and outbuildings such as sheds, blacksmith shops, probably do not realize that they are told all over the country, granaries, cellars, animal houses (how are they used? has their and may even protest vehemently that they are true and really use changed over the years? why are they arranged the way happened to 'a guy my cousin met.' some of these tales they are?); fences, gates and corrals (how are they built and undoubtedly do have a factual foundation, but they certainly used ?. are they decorated?); hay derricks and sackers; yards haven't occurred in as many places as their telling suggests. and yard decorations (plants, old machinery, antlers, collections of "stuff"); and mailboxes. Oral Tradition Activities: Stress that verbal traditions rely on the spoken word, and give an example. Have students share Another fascinating aspect of the environment to study is a verbal tradition with the class. Ask them what the tradition is cemeteries. Changes in markers over time can tell a lot about (a joke, riddle, story) and where they learned it. Record changing attitudes toward death, and shifts in ethnic popula- examples with a tape recorder and save the tape as a class tions, religious groups and occupations. Old Victorian stones record of its folklife. often featured sentimental symbolism popular at the time-the weeping willow, broken rose, parting hands, lambs for Ask students to help you arrange the classroom so that they children, etc. Epitaphs are frequently written in the language can tell scary stories. You may want to bring in a flashlight for of the old country of the deceased, and the place of birth is effect. Set up a tape recorder in the middle of the arranged listed on the stone; this indicates how important the person's area and record students' scary stories. As each storyteller to heritage was, and that he or she wanted it remembered by give the name of the story he or she is about to tell and where future generations. he or she learned the story. More recent stones frequently have some indication of the Have students complete the "Do You Know This One?" interests or personality for the deceased. Often a representa- worksheet tion of the person's occupation or hobby will be carved on the stonea horse or a brand for a rancher, a train engine for a railroad worker, a fish or deer for an avid sportsman, motor- Material Traditions: cycles, airplanes, pets; just when you think you seen every- Material traditions consist of the tangible objects we make and thing, something new will pop up. use in our folk groups. Examples of material traditions in Iowa. This trend illustrates the growing need for individual identity These crafts were learned by observation and imitation: even in death, a result of our increasingly regulated and watching more experienced makers and practicing their actions homogenized society. Religious symbols are on the wane on to perfect the skills. tombstones, and secular interests are taking their place. Grave Material traditions often beautify solutions to our basic needs. decoration can also indicate a lot about the deceased, since The quilt keeps us warm, while the patterns delight the eye family members often place favorite objects on a grave, with Log Cabins, Double Wedding Rings, and Drunkard's Paths. especially for a child. Any graveyard will have its share of The curve in the chair made of Florida cypress perfectly fits the homemade markers as well as commercially made ones. These back of the person sitting at the table for dinner. The study of range from simple wooden crosses to large cement obelisks our material traditions offers insights into the way people live. inlaid with local rocks. In many cemeteries, there is a separate Exploring the material traditions in Iowa is especially interest- section for Native American burials. These graves are often ing because so many of us have brought with us traditions mounded and have a row of flowers along the pile of dirt. from other states. The overall landscaping and layout of cemeteries can be Often the most distinguishing feature of a community is how it interesting to study as well. No one is formally taught how to looks; how it is laid out on the land, the types of houses, barns, arrange a cemetery or decorate a grave or choose a marker. fences, yard decorations and landscaping that are typical of the This knowledge is part of the community; people see what area. The rural farmstead and differs from a flat, square street others around them are doing, or observe religious, ethnic or plan or a railroad town stretched along the tracks. In a city, family traditions connected with death and burial, and base neighborhoods are often distinguishable by the styles of their actions on what has gone before. Changes are slow and houses and yard; decorations, religious shrines, paint colors, subtle, but a graveyard that has been used for 100 years can and gardens are unique to particular groups. Geography, be used to learn a great deal about the history and culture of a climate, economics, transportation and ethnic heritage all place. contribute to a region's appearance. Proximity to sources of Material traditions also include folk crafts which are those outside supplies, via roads or rails, can determine a town's size skills learned informally, from family and community members and layout. Ethnic makeup can also affect a community's in face-to-face interactions. Practitioners of folk crafts and arts appearance. To understand why a particular area looks the way are good choices for classroom visitors. Students can some- it does, then, you have to know something of its history. times try their own hands at the skill if enough materials can 413 Additional Folklife Information

continued

be found, which helps them understand the complexity of folk Traditional Customs: arts and the time needed to master them. Customs refer to those regular practices that make up our Examples of traditional craftspeople to look for in your traditions. For example, a tradition on the 14th of February is community are quilters, embroiderers, woodworkers, tatting, the celebration of Valentine's Day. It is the custom on paper art, rug braiders and other needleworkers from many Valentine's Day to give cards and candy to loved ones. A ethnic groups; Indian basketmakers, beadworkers and buckskin tradition associated with the birthday is the birthday party. at a tanners; hitched horsehair gear; blacksmiths and farriers; and birthday party, a number of customs are practiced, from the woodcarvers. Old-timers may have collections of local crafts way to decorate the party room to the kinds of foods that are and tools accumulated over the years that they would be eaten. Customs are action-oriented. Their orientation may be willing to share with students in a classroom visit or field trip. verbal, material, or related to belief. customs are the ingredients of traditions. and because there are so many kinds of Material Folk life Activities: traditions in Iowa, there are many different customs, too. Begin a discussion of material traditions by explaining that just Traditional Customs Activities: Initiate a discussion of as there are traditions that rely on the spoken word, there are custom by writing the word "custom" on the board. Explain also traditions that require physical materials. Describe these that our traditions are made up of customs. Ask for a definition traditions as material. of custom, and follow with examples. Point out that the people Ask students to talk about their material traditions. Have them who live in Iowa have a lot of different customs because they describe the tradition, the material used, and how they learned have many traditions. to make the object. Emphasize how the tradition is passed on Plan a birthday party by selecting a student from the class who informally by observation and imitation. Talk about the many has a birthday coming up, and have him or her join you at the kinds of material traditions in Iowa because of the many chalkboard. With contributions from the class, plan that different kinds of people who live here. student's birthday party with customs from all six kinds of Have students make toys from paper, rubber bands, etc. Use a 'folklife. small card to identify the object and its maker. Place the Have the class vote on their favorite holiday. Make a list of all finished toys on display. Have them describe the process in of the customs that go into the celebration of the holiday. making the toys. Organize the list with such headings as "foods," "activities," Have students make paper airplanes (an old student tradition), and "participants." Next draw a circle on the board and divide to be judged in three classes: a) best looking, b) fastest. flying, the circle into "slices." In each slice write in the customs you and c) furthest flying. Have students describe the process in have listed under the headings. Point out how you may have making paper airplanes different pieces in your celebration, but that the event is a tradition that you all share. Have students complete and then discuss the "It's Something That Was Passed Down in Our Family" worksheet or the Have students complete the "Traditional Mealtimes" "Family Treasures" worksheet. worksheet.

Plan a walking tour of your town to identify buildings and objects that make your town special. Make available to Beliefs: students worksheets that describe architectural features and examples of architectural styles. Encourage students to make Beliefs are expressions of what people feel is true, real, and drawings or maps as they tour their town. If you can't walk the possible. Beliefs are transmitted by word of mouth as well as town use photographs, slides, videos to give the students a by example. A belief may be a verbal statement of cause and visual tour of the material culture that exists in your town. effect ("Step on a crack; break your mother's back.") or a material expression of belief (a good luck charm). A gesture Tour a local cemetery and have students look for cemetery art, may express a belief too, like knocking on wood or crossing markers, symbols, epitaphs, clues to who the person was (age, one's fingers. occupation, cause of death, religious beliefs, etc.), landscaping, ethnicity, landscaping and changes over time. Folk beliefs include such things as good and bad luck signs, traditional weather predictions, omens and signs that predict Visit a local or nearby artisan. If that is not possible invite an the future, and planting lore. Students will no doubt have artisan to class and have that person demonstrate his or her dozens of examples to contribute, from beliefs involving Friday craft. Provide materials so that students can try their hand at the thirteenth, to finding lucky pennies, to the tooth fairy, to doing what the craftsperson has demonstrated. 4'4 beliefs about lucky items of clothing (worn during tests or but not truly a traditional song or performance. "Happy important athletic games), to games for predicting the names Birthday" is a good example of a folk song, as are all the of one's future spouse. More examples can be gathered from parodies it has spawned, and which your students doubtless family members, for example weather and planting lore in a know and would be glad to sing. Students know lots of farming or ranching community which depends on the weather parodies, many of them about school and teachers. They also Dowsing or water witching is also a common practice in parody popular songs and commercials. agricultural communities and where wells need to be dug. Beliefs and superstitions tend to cluster around events and Other traditional songs include such favorites as "On Top of situations that are unpredictable and to an extent uncontrol- Spaghetti," songs sung on long trips such as "Ninety-Nine lable, like the weather or future events. Bottles of Beer," sports cheers and songs, congratulatory songs like "For He's a Jolly Good Fellow," cowboy songs, Native Certain life cycle events seem to call forth traditional beliefs as American chants and songs, and songs from different ethnic well, especially transitional times such as birth, marriage and cultures. death. These events are called "rites of passage" and are important but stressful moments in a person's life. Marriage, Instrumental music covers a broad range, from a guitar played for examples, has the traditions of the bride wearing "some- to accompany a cowboy song, to old-time fiddle traditions to thing old, something new, something borrowed, something the drum groups of Native American culture. blue," the belief that the woman who catches the bouquet will Closely related to music is dance, which is a form of expression be the next to get married, the practice of saving a piece of the found in every culture. Native American round dances, polkas, wedding cake to be eaten on the couple's first anniversary, and square-dancing, Hawaiian hula, Western two-steps, and break in some communities the "shivaree," a loud late night visit to dancing are just a few examples of traditional dances. the couple's house to play tricks on them. Wherever there is traditional music, there is likely to be Belief Activities: Introduce the unit on traditional belies by dancing as well. writing the words "belief" and "superstition" on the board. Music and Song Folklife Activities: Describing traditional Ask students for a definition of each term and follow with music and song as an activity that is learned just like all of the examples. Explain that we learn about beliefs by word of other traditions you have been discussing. Ask students for mouth as well as by example. Describe beliefs as a way of examples of music and song that they like to listen to and that expressing how one feels good and bad luck happen, and what they like to sing. Talk about the topics of those songs, pointing one thinks is true. Have students give verbal and material out that they can be about anything. Explain that music and examples of beliefs about good luck and bad luck. Point out song do not require musical accompaniment, but if there is that while some people may believe one thing, others may not. musical accompaniment, learning how to play a musical This is because beliefs are a part of our traditions, and we have instrument may also be a tradition. many kinds of traditions in Iowa. Complete the "First Song" worksheet. Ask students to collect a belief from a family member. Use the attached form. Have students share their collections when they Invite the music teacher in to play tapes of traditional folk are done. music. Listen to the tapes and discuss:

Ask students to complete the "Good Luck" worksheet. a) how the songs and instrumental were learned (imitation and observation, word of mouth).

b) the musical instruments used in each piece. Music and Song: c) the topics of the songs. Traditional music and song are forms of expression which are also passed on by word of mouth and by example. There are d) the rhythm and sound of each piece. many kinds of traditional music and songs in Iowa. We have: Afro-American (rap, gospel, and blues), Anglo-American Student Parodies: Ask the students to share examples of their (bluegrass), Finnish, German, Greek, Hispanic, Scottish, traditional music, the parody. Describe the parody with an Norwegian, Swedish, Italian, Jewish, and Amish music and example such as "Glory, glory hallelujah / Teacher hit me with song in Iowa. a ruler..." Have each volunteer name the parody and who he or she learned it from. Ask him or her to recite or sing the Traditional music and song can be found in almost all folk song. Have students write their own parody. Record the groups. Hand clap and jump rope songs are common on the session. school grounds in the students' folk groups. Parodies like "On Top of Spaghetti" are also an example of a kind of traditional Contact the Iowa Arts Council to invite a musician in to the homemade music of this group. Camp songs are another classroom to spend a few days talking about folk music and example from the children's folk group. teaching the students how to listen to and play/sing folk music. Identify historical events and encourage students to Folk music includes both vocal and instrumental traditions, write a song about those events. everything from a child singing a parody of a television commercial. to a Basque dance band. Folk songs are learned informally and shared within family or community groups; what is popularly called folk music is often the creation of an individual songwriter, perhaps in the style of traditional music 415 Name: Date:

Do Youltnoeve 619)?ts One?

Ask a friend to tell you a joke or a funny story. Then answer these questions to describe what happened.

What is your friend's name?

How old is he or she?

Why is the joke or story funny?

Write the joke or funny story here:

416 Storytelling ticks. There was the Queen's Fancy quilt, the Grape, and the Rose-in-the-Pattypan, all of which

T ET ME TELL you the one about.. ..Did you were very pretty and had been beautifully quilted L ever hear the story about how I walkedto by mother.... school seven miles in the snow? Stories. You hear Refreshments of some sort were always them from your parents, teachers, and friends. provided in the evening....While eating For centuries stories have been passed from apples, we sometimes told our fortunes from the generation to generation. Through stories you seeds, using rhyme: can learn about your family's history. Or you see One, he loves, how others have different experiences and values. Two, she loves, One Iowa woman told this story about her Three, they both love, family in Iowa in the 1870s. Catherine Ann Four, he tarries, McCollum was a small girl when her family lived Five, he courts, on a farm seven miles from Clarinda, Iowa. The Six, they marry. stories she remembered present a picture of how Sewing carpet rags was the children'susual evenings were spent in Iowa and capture the occupation....I made a good many balls.... warmth her family shared. My two brothers earned many a nickel at this job. The woolen mittens and long woolen stockings for the entire family were knitted by my mother largely during those winter evenings, and then, too, there was the never ending patching of trousers and darning of hose....While carpet rags were being sewed and other work went on, we might ask riddles, and no matter how old they were or how often we heard them, they never lost We led the simple life; there was no other.... their interest for us. A lumber wagon was our only [way to travel], We always began with: "What makes a cow there was nothing to go to, and little money for look over the hill?" "Because she can't see any attraction there might have been. So we had to through it." make our own entertainment.... Then would follow: "What walks in the water [Iowa winters were very cold].. ..We were with its head down?" "The nails in a horse's shoe certainly comfortable while in bed, for we slept when he walks through the water." with a feather bed under us and another over us, "What goes 'round the house and 'round the with plenty of comforters, some of which were house, and peeps in at every little hole?" "The woolen throughout. One of three very large quilts sun." covered the bed, piled high with the big feather "What's of no use to you and yet you can't go Mustranons by Cynthia Moore

417 without it?" "Your shadow." Father always asked this one: Twelve pears hanging high, Twelve men came riding by. These riddles were asked over and over again, Each man took a pear night after night, without ever becoming And left eleven hanging there. wearisome. Sometimes we tried to invent new ones, "Eachman" was a man's name! but they were very poor as compared to the old.... And this was mother's favorite: Questions Within a fountain crystal clear 1. What are some of the stories told in your A golden apple doth appear, family? No doors there are to this stronghold, 2. What are some of the jokes or riddles told in Yet thieves break in and steal the gold. your family? An egg. 3. What impact do you think television has on Other favorites: storytelling in families? Explain. A man rode over London Bridge, EXTRA: Write down or record on a cassette tape And yet he walked. a story that you have heard or make up your own He was accompanied by a dog named Yettie. story. Name: Date

f-69s %coveqtaeig.0/at Vas 6sa.sseQC Doeven tn&Info Taaeptl Find an object in your house that has been passed downin your family. Ifyou don't think there is any such object in your house, ask your parents to helpyou. Answer these questions about the object:

What is the object?

Where is the object located in your house?

Who was the first owner of the object'

How has the object been passed on?

Why has the object been passed on?

Draw the object.

419 4A1P Family Treasures What are family treasures? 3. Why would I take these five items? Keepsakesanything people keep or give to someone else to keep Heirlooms (air-looms)possessions passed from one generation to the next Souvenirssomething kept/given for remembrance These treasures may have historical valuelike diaries. Or they may be valuable in terms of money or sentiment. Family treasures all evoke memories. Manyfamilystoriesaretaught through objects such as quilts, jewelry, or photographs, Fill out the questions below to find out more 4. What are my parents and/or grandparents about your family treasure favorite family treasures?

1.If my family and I were going away for one year, what objects would I miss most?

5. What is my favorite story about one of my family treasures?

2. IfI could take five items to prevent homesickness, what would I take?

420 Name Date.

Treteft6tonal t(s861.10V.61$

Describe a holiday mealtime in your family by answering these questions:

What time of year does the meal take place: What do you have to eat? Main dish:

Vegetables-

Grains/Breads/Rolls:

Drinks-

Dessert:

Who makes the food?

In what room does the meal take place?

Where does everyone sit at the table?

Draw a picture of you and your family sitting at the table, eating the meal:

421 Name. Date

Ye Ina Selteis

What is one of your beliefs?

From whom did you get this belief?

Describe your belief. and how it 'affects your life:

40 0 Name. Date.

aeoef Ltre It!

What do you do to bring good luck? Write a paragraph about whatyou do?

423 Name. Date:

Yottr Ttrst%ong

What is the first song you remember that a member of your family sang to you? Answer these questions about the song:

What was the title of the song?

Who sang t he song to you?

Did they play a musical instrument?

If they did, what kind?

Write down one verse of the song: Grade Level

Class Periods

Goals/Objectives/Student Outcomes: word of mouth and by example. There are many kinds of traditional music and songs in Iowa. We have: African Ameri- can (rap, gospel, and blues), Anglo American (bluegrass), Students will: Finnish, German, Czech, Dutch, Danish, Hispanic, Scottish, Norwegian, Swedish, Italian, Jewish, and Amish music. Become aware of the use of folk music in Iowa and how it is used to provide entertainment, Other traditional songs include such favorites as "Ninety-Nine chronicle events, and teach young people about Bottles of Beer," sports cheers and songs, congratulatory songs their culture. like "For He's a Jolly Good Fellow," cowboy songs, Native- American chants and songs, and songs from different ethnic Develop an understanding of folk music as an oral cultures. Traditional music and song can be found in almost all tradition that has a tendency to change as it is folk groups. Hand clap and jump rope songs are common on passed from one person to another. many school grounds. Camp songs are another example from children's own folk groups. Identify forms of traditional music and song.

Procedure: Materials: 1. Begin this unit by describing traditional music and song as 1. Folk songs an activity that is learned just like all of the other traditions you have been discussing. Ask students for examples of music 2. Paper and song that they like to listen to and that they like to sing. 3. Pencils Talk about the topics of those songs, pointing out that they can be about anything. Explain that music and song do not require musical accompaniment, but if there is musical accompani- Background: ment, learning how to play a musical instrument may also be a tradition. Folk music includes both vocal and instrumental traditions, from a child singing a parody of a television commercial to a 2. Ask the students to share examples of their traditional camp songs. Folk music is composed by an individual, but as it music, the parody. Describe the parody with an example such is passed from person to person it often changes. Sometimes as, "Glory, glory hallelujah /Teacher hit me with a ruler..." only a few words change and in other cases all the words are Have each volunteer name the parody and who he or she changed. Different groups of people change the words to fit learned it from. Ask the student to recite or sing the song. their own circumstances or conditions. Record the session.

Folk songs are learned informally and shared within family or 3. Present folk songs or songs you have found that were part community groups. What is called folk music is often the of the folk music heritage of Iowa. Discuss the lyrics and how creation of an individual songwriter, perhaps in the style of they might relate to Iowa life. Divide the class into smaller traditional music but not truly a traditional song or perfor- groups to do this as a cooperative learning activity. mance. "Happy Birthday" is a good example of a folk song, as 4. Have the students use tunes to familiar folk songs and write are all the parodies it has spawned, and which your students new lyrics to them. The lyrics should reflect aspects of their doubtless know and would be glad to sing. daily life in Iowa. They need to know that they may have to Students know lots of parodies, many of them about school change the melody slightly to fit their new lyrics and that this and teachers. Parodies like "On Top of Spaghetti" also are is in keeping with the folk music tradition. examples of traditional homemade music. Students also 5. Remind the students that lyrics to a song follow a rhyming parody popular songs and commercials. pattern. Traditional music is a form of expression that is passed on by 6. When they have finished a final copy of their song to be 425 turned in, each group will teach its new lyrics to the rest of the class or another group in the oral tradition of folk music.

Assessment of Outcomes: The student's written project and performance will show an understanding of the concept that change is part of the folk music tradition and that the words to folk songs reflect the culture in which they were created and in which they are being used.

Extensions and Adaptations: There are artists in residence available who could extend this activity with the introduction of folk instruments that were used in Iowa. There may be performers in your community who would be able to teach folk songs that were brought to Iowa by immigrants who settled in your area. Contact the Iowa Art Council, Department of Cultural Affairs, for a roster of artists: (515) 281-4451.

This lesson could fit into a language arts unit. Or, students could be asked to illustrate either their new verse or the original as part of an art lesson.

Have kids sing and record their songs and see if a local radio station will air the songs.

Resources: Greg Brown. This nationally renowned recording artist, who appeared on A Prairie Home Companion, is an Iowan whose many albums (available on LP, cassette, and CD) often deal with Iowa and rural topics.

Burl Ives. The Burl Ives Song Book. New York: Ballantine Books, 1953.

James F. Leisy. The Folk Song Abecedary. New York: Hawthorn Books, Inc., 1996.

Marcia Pankake and Jon Pankake. Joe's Got a Head Like a Ping-Pong Ball: A Prairie Home Companion Folk Song Book. New York: Penguin Books, 1990.

Carl Sandberg. The American Songbag. New York: Harcourt, Brace & World Inc., 1927.

Earl J. Stout. Folk Lore From Iowa. New York: G.F. Stechert and Co., 1936.

Bruno Nettl. Folk Music in the United States: An Introduction. Detroit: Wayne State University Press, 1976.

Alton C. Morris. Folksongs of Florida. Gainesville: University of Florida Press, 1950.

"Iowa Folklife." The Goldfinch 10 (April 1989): 20-21.

42G DO-RE-ME-fa-sol-la-ti-do....Whether you Folk Songs sing a scale or belt out a traditional tune in the car with your family, you could be singing folk songs. Folk songs are traditional music usually learned by word-of-mouth. Some folk songs are ballads (songs that tell stories). Others are play songs like "London Bridge," while tunes such as "Happy Birthday to You" celebrate events. Below is a favorite folk song heard in Iowa. Do you know of any others?

Go Tell Aunt Rhody Chorus: Go tell Aunt Rhody Go tell Aunt Rhody Go tell Aunt Rhody The old gray goose is dead.

The one she'd been saving The one she'd been saving The one she'd been saving To make a feather bed.

The sioslin's are cryin' The goslin's are cryin' The goslin's are cryin' Because their mama's dead.

The gander is weepin' The gander is weepin' The gander is weepin' Because his wife is dead.

She died in the millpond She died in the millpond She died in the millpond Shelly Cilek Standin' on her head.

427 The following songs were written by Iowa City singer /songwriter Dave Moore and Iowa elementary students. As part of the.Artist-in- Schools program sponsored by the Iowa Arts Council, Moore visits Iowa schools and performs and writes songs with children.

Elmo the Hungry Overhead Projector One night a boy went to bed on Halloween Just about midnight. he awoke from a dream He stared at the closet, saw a light through the cracks And he rose from his bed and he froze in his tracks

Chorus You've heard of Dracula and Frankenstein All evil spectors Now you will hear of Elmo. the hungry overhead projector

Then the door flew open. and out of the blue He saw an overhead projector he knew from school Then the boy shook. and he burst into tears And he barely could utter. Why are you here ?'

It said remember the time you knocked me off my cart Now I have come to collect a few missing. parts [ need some new plastic, so to begin [ think I will start by removing your skin

[ want your eyes for new lamps, you ears for a I want your nose for a plug. your veins for a cord :rank I'm gonna nibble on your brains. when I get bored And when I get done your little face will be blank Now I'm almost done, I just need one more part want your toes for a fan. your bones for rollers For a motor I think I will pry out your heart. And when I need bolts. I'll pull out your molars Written with Clinton. Iowa students

428 And after that he gobbled up their teacher named Jake the Snake Kim One sad day when the zoo came to town They left a cage open and a snake jumped down He got fat and long as the Iowa River He crawled all the way from the town of Victor Five foot teeth and a ten foot liver The biggest and the baddest boa constrictor Ugly as sin, it seemed he'd never die He even ate the houses with the people inside He said -the one thing I just love to eat Is plump little children, third grade meat" One day when Jake was up in a tree They named that monster, for heaven's sake Catching cars and eating them like sweet peas For the first kid he ate by the name of Jake Along came a girl and took out an axe And she chopped down the tree and Jake fell on Chorus his back We're talking snake, he ain't no toy We're talking Jake, Jake the snake, oh boy Jake burst like sausage and the kids ran free And they built a factory right under that tree He crawled to the Amanas, to every seven village To freeze the meat from Jake and one day later Looking for kids, to eat and to pillage They called the place Amana Refrigerator He came and ate Jenny, Joy, Eric and Tim Written with students in Amana, Iowa Rites of Passage

Grade Level

Class Periods

Goals/Objective/Students Outcomes: become very prominent in our country, and many people who are not Christian celebrate them too. Students will: Patriotic holidays such as Memorial Day, the 4th of July, and Learn about what holidays were celebrated earlier Veterans Day, are often declared official vacation days from in our history. work. Other official holidays such as Labor Day and Thanksgiv- Understand that all people celebrate special ing are neither patriotic nor religious, although they may be events and holidays. celebrated in those ways by individuals and communities. Some families, school classes, and veterans groups have their Learn about the ways people celebrate the special own private holidays, called reunions. All of us have ways of holidays in their family and their community. setting aside and celebrating special days. Understand the ethnic and geographical differences in holidays and the ways they are celebrated. Procedure: This thematic lesson plan is intended to introduce this particular topic to students. The activities are intended to introduce Materials: students to the process of inquiry that can be applied to the study Iowa history. In many cases the same activities can be 1. Newspapers, new and old used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with 2. Time to look at television and listen to the radio other topical areas in this curriculum. 3. Equipment to show films and videos about holidays These thematic lesson plans underscore basic skills such as 4. Advertisements for clothing, decorations, food, and other reading, writing, communicating orally, and collecting refer- things needed to properly celebrate a holiday ence sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating 5. Samples of holiday food, clothing, and decorations orally, collecting reference sources and using a library; 6. Books containing literary examples of how people at other distinguishing between primary and secondary sources; using charts and timelines; and developing vocabulary. The teacher times and places celebrated holidays can introduce higher level skills through these activities such 7. Works of fine art and music with holiday themes as collecting information from a variety of sources through observation and questioning; compiling, organizing, and evaluating information; comparing and contrasting; drawing Background: conclusions or inferences from evidence; considering alterna-- tive conclusions; making generalizations; recognizing points of In each of our lives certain events are particularly significant. view; understanding how things happen and how things Sometimes we differ on which events we think are most change; recognizing how values and traditions influence important. Which holidays we celebrate and how we celebrate history and the present; grasping the complexities of cause and them vary according to religious beliefs, geographic location, effect; developing a chronological sense; and understanding and family preference. events in context. Certain celebrations, however, are quite common to all people. Most people recognize births, marriages, and deaths as important milestones. Many consider christenings, confirma- Activities: tions, graduations, and engagements as important. Most 1.List the holidays or special days celebrated in your family. families celebrate holidays. In the United States many people celebrate Christmas, although others celebrate Hanukkah. 2. Write a description of how the special days or the holidays Christian holidaysespecially Christmas and Easterhave are celebrated in your family. 430 3. List the holidays or special days celebrated in your commu- Resources: nity. Contact the Iowa History Resource Center at the State Histori- 4. Write a description of how the special days or the holidays cal Society of Iowa for a list of books, videos, organizations are celebrated in your community. and ideas for studying Iowa history. Write to: Education Coordinator, State Historical Society of Iowa, 600 East Locust, 5. Draw a picture of special clothing used for specific holidays. Des Moines, Iowa 50319. 6. Make a scrapbook of illustrations of special items sold for holiday decorations or gifts.

7. Compare today's holidays with those celebrated earlier in our history.

8. Discuss any special foods that are associated with holidays.

9. Find diaries, letters, and stories that explain what people used to do to make certain days special.

10. List holidays associated with religion.

11. List holidays associated with patriotism.

12. List holidays that are celebrated by the national and the state governments by allowing people not to work.

13. Discuss special music associated with holidays.

14. Research great works of art and literature that were inspired by holidays.

15. Discuss movies and radio and television programs that are based on what people do during special days.

16. Prepare and eat special food associated with a holiday that is different from what most people usually eat.

17. Discuss special clothing and colors that are associated with holidays.

18. Discuss special decorations for the home and community that are associated with holidays.

Assessments of Outcomes: 1. Prepare a menu that would usually be eaten during some special day.

2. Perform or play recorded music that would be common for some special day.

3. List holidays associated with major religions of the world.

4. Display clothing that has some relationship to a holiday.

5. Draw or paint a picture of special holiday decorations.

Extensions or Adaptations: Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, music, writing, math, or science projects. Be sure to draw on teachers within your school and resource people in your community. The folklife section of this curriculum provides a list of community resource ideas. Victorian Celebrations

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: The Victorian era was a period of seventy years during which Students will: the industrial revolution caused many changes. By the mid 1800s many basic changes in life in the United States had Be introduced to the idea that tradition and social begun. Railroads and waterways provided rapid transportation and economic conditions contributed to the way of goods and people. The population was shifting from rural Victorians celebrated events. areas to cities and suburbs that were close to new manufacturing centers. Home life and business became two separate Discuss how the social expectations of women worlds, and new land to settle and new opportunities to make required that they create homes with decorations money created more money to spend. that were the family's haven from the world. During this time men's jobs became more specialized. Special- Discuss how the industrial revolution had an ized jobs for women also began to evolvespecifically, the enormous effect on Victorian families as men an care of children and the home. The man of the house and in women's roles evolved and new products became fact the whole community looked at the home as a haven from available. the world of work. The home became a symbol to outsiders of how financially well-off the family was and also a place where After discussing celebrations, "refrain from being learning of all kinds went on. Advice books and women's idle" and complete typical Victorian holiday magazines (like Ladies Home Journal which circulated 440,000 projects. copies a month in 1889 and one million a month a few years later) gave rules and standards for women and families to live up to. In Our Deportment or the Manners, Conduct and Dress Materials: of the Most Refined Society, (Union Publishing house, Chicago, 1881) Chapter 20, "Home Culture" says: 1. Scraps and recycled items (see Activities below) The work of home culture should be made a matter of great importance to every one, for upon it depends the happiness of Background: earthly homes, as well as our fitness for the enjoyment of the eternal home in heaven. Humans are creatures who celebrate. Through time we have danced, sung, feasted, fasted, and dramatized important After discussing how to "Cultivate Moral Courage," the moments in our lives. We celebrate as members of a commu- "Results of Good-Breeding in the Home Circle," and "The nity of people with distinct values and ideals. From the most Influence of Books," Chapter 21 continues on "Woman's primitive tribe to the most sophisticated nation, all people Higher Education": have holidays that have special meaning for them. Idleness A Source of Misery: Perhaps the greatest cause of Many traditional festivals grew from ancient celebrations that misery and wretchedness in social life is idleness. The want of originally explained very early human ideas of life, the world, something to do is what make people wicked and miserable. It and the heavens. Most annual celebrations originated from breeds selfishness, mischief-making, envy, jealousy, and vice, seasonal changes in the lives of agricultural people, and they in all its most dreadful forms.... Letgirls take serious interest can be traced back through the years to a time when human in art; let them take up some congenial study, let it be a survival depended directly on natural events. Many festivals branch of science or history. Let them write. They can do related to the movement of the earth around the sun and to almost anything they try to do....Idleness, frivolity, and the changes that this made in the lives of human beings. The ignorance can only be put down by education and employ- ancient May Day celebration is a good example. ment.

Holidays, festivals, and celebrations also chronicle human Among other products, the industrial revolution provided new history. It is only since the rise of nationalism a little more than materials that were used to make crafts and decorate homes. two centuries ago, that festivals and religious beliefs became Small paper images lithographically printed and often em- separate. Celebrating the 4th of July is a good example. bossed were known as scraps, chromos, or die cuts, and were 432 widely used in the United Kingdom and the United States. celebrations of May Day took place at many colleges including Iowa State College. (A "Traditions Mistress" is still in charge of During the 19th century the publishers of stamped embossed annual May Day festivities at Bryn Mawr College, Pennsylva- reliefs vigorously explored new markets and outlets for their nia.) Students participated in elaborate pageants. Before products, and scraps were used in more and more diverse and breakfast on the first of May, children secretly delivered their ingenious ways ranging from confirmation wafers to educa- May Day baskets by hanging them on doorknobs (often tional aids. Children bought many scraps and quickly invented knocking and then running away). If they were seen, custom games and ways to use them. In fact, these inexpensive required that they had to go back for a kiss and thanks! pictures could be considered the great-grandparents of the embellishment craze of today: stickers. The process of lithography was invented in 1798 by Alois Activities: Snefelder and many scraps have been printed using this little The following activities will provide good opportunities to use changed lithographic technique. Since lithographic stones were up scraps and recycled materials. In true Victorian manner you very heavy and difficult to work with, their use in industry was may want to designate a box in your classroom to collect limited. With the introduction of the steel litho plate, the materials such as wrapping paper, magazines, and ribbon. production of prints became viable on a large scale. This Have your students participate in acquiring the materials by change introduced the cheap scrap that Gleeson White points saving things they might have thrown away. out in his 1984 article in The Studio (extra Christmas issue): A Mirror Valentine: These cut-out devices were prepared at a cost of 4d per 1000, 1. A piece of broken mirror or shiny silver paper for each child the hands earning about 15 shillings a week, until Germany (aluminum foil will work) sent over more cheaply produced imitations at one-sixteenth the cost.... 2. Stiff red or white paper to make two heart shapes for each child By the end of the first decade of the 20th century, mass production coupled with improved transportation had made 3. Reproduction scrap stickers or small illustrations from manufactured goods available everywhere while advertising magazines had made them desirable, leaving little demand for the individual hand-crafted item. These changes in the lives of 4. Lace, doily, ribbon scraps people were reflected in their celebrations. Glass, metal, and 5. Wax paper celluloid (and later, plastic) decorations replaced the need for families to make their own. But some of our Victorian past has 6. Pens or thin markers to write sayings been preserved and continues to evolve as we celebrate contemporary holidays by purchasing antique printed and 7. Glue plastic decorations. 8. Scissors

Valentines DayMany examples of Victorian valentines have Use two pieces of stiff red or white paper and a small piece of been saved. These decorations provide insight into the secrets broken mirror. Cut two hearts to cover your glass (Fig. 1), then of individual hearts as well as Victorian Society at large. glue the mirror to one of the hearts. Cut another heart exactly Valentines were among the few acceptable tokens that could the same size as the first, and in the center leave a be freely exchanged between men and women, and much was heart-shaped opening as large as possible, but small enough to read between the lines. Until the early 19th century valentines cover the edges of the mirror. were primarily handwritten love letters. when new technology provided more sophisticated printing techniques, the Victorian On one side of the top of the valentine write, "Look Into This valentine business boomed. Mirror Clear," and on the other side write, "And My True Love Will Appear" (Fig. 2). At the bottom point of the valentine glue In 1847 a young woman named Esther Howland of Worcester, on small paper scraps. You could add bows or lace. Glue the Massachusetts received a typical commercial English valentine heart-shaped frame over the glass and lay the valentine under from a friend and was inspired to try to make some of her own. several books until the glue dries. Be sure to place a piece of As the story goes, Esther persuaded her father, who coinciden- wax paper on top of and underneath the valentine. tally was a stationer, to order a supply of valentine materials from England. Miss Howland's valentines became very popular Cornucopia May Day Basket: and netted her over $1,000,000 a year. She is now known as 1. An 8 1/2" square of stiff paper for each child (wallpaper the "Mother of the American Valentine." scraps or an old wallpaper sample book would work)

May DayThe first-of-May frolic is an ancient festival that 2. 14" ribbon, cord or string for each child began in the English countryside before the Middle Ages. On 3. Lace, doily, ribbon scraps this day young people would rise early and venture out into the fields to collect wildflowers. These would be made into 4. Reproduction scrap stickers or small illustrations from garlands and baskets of spring blossoms and then delivered in magazines secret to friends and neighbors. Later everyone would gather around a May pole with colored ribbons attached. 5. Hole punch

At the turn of the century in America elaborate and festive 6. Clothespins 433 Victorian Celebrations

continued

7. Glue Use additional lesson time to focus and expand on these holidays and their activities. make a May pole and recreate the 8. Scissors dances. Look at examples of original Victorian valentines. 9. Popcorn, small candies to fill baskets (your students could Create lessons where students in your classroom share their also make paper flower and tape them to twigs, small sticks, or family holiday traditions. Victorian families read about how to inexpensive cooking skewers) celebrate holidays in the many magazines and articles Paper cornucopia May Day baskets were the Victorian child's published during the period. How do we get this information? choice. To make them, cut an eight and a half inch square of Have your students interview older family members to find out stiff paper. With the paper facing you so that it forms a how they celebrate and about the economic and social diamond, wrap the two points of the diamond together (Fig. conditions that contribute to their celebrations. Ask about 1), overlapping them to form a tight cone shape. Glue under celebrations from their childhoods and today. the overlapping edge and clip together with a clothespin until the glue dries. Next, decorate with lace, ribbon, paper scraps (Fig. 2). With a hole punch, punch out one hole on each side of the cornucopia to tie your long ribbon handle. Fill with popcorn Resources: and candy. Visit the Farm House Museum at Iowa State University, (515) 294-3342, to see a Victorian home and its contents. If you are too far away visit a period home or museum in your area. Call Procedure: for more information and suggestions. 1. Discuss the fact that all people celebrate holidays. Don't forget to use the human resources in your community. Invite older citizens and student family members into your 2. List the holidays that your students celebrate. classroom to talk about their memories of celebrations. 3. Define the term Victorian. Alistair Allen and Joan Hoverstadt. The History of Printed 4. Define the term industrial revolution. Scraps. London: New Cavendish Books, 1983.

5. Discuss the impact that the industrial revolution and Sarah Ban Breathnach. Mrs. Sharp's Traditions: Nostalgic technology has had on families. Suggestion for Recreating the Family Celebrations and Seasonal Pastimes of the Victorian Home. New York: Simon 6. Talk about Victorian ideals of home and expectation of and Schuster, 1990. women. Doleta Chapru. A Festival of the English May Folklore. Village 7. Discuss the specific impact that the industrial revolution and Farm, Inc. Route 3, Dodgeville, WI 52533 1991. An excellent its products had on Victorian families and how these still source for history and directions for a May Day celebration. influence our lives and ideas. Jessica H. Foy and Karal Ann Marling. The Arts and the 8. Discuss Valentine's Day and May Day. American Home, 1890-1930. Knoxville: University of Tennessee Press, 1994. 9. Have students create valentines and May baskets. Harvey Green. The Light of the Home, An Intimate View of the 10. Display and evaluate projects. Lives of Women in Victorian America. New York: Pantheon Books, 1983. Assessment of Outcomes: How to Create Victorian Paper Scrap Art. Video, Rocky Mountain Handicrafts, Provo Utah 1991 (47 minutes). Students should list and describe at least two holidays that the Victorians celebrated. Dover Publications, 31 East 2nd Street, Mineola, N.Y. 11501-3582, is an excellent source for reproduction Victorian List and discuss elements of Victorian life and traditions. scraps for projects. They print books of scraps to be cut out as Compare and contrast with contemporary students lives and well as books of stickers. Just be sure to mention to your celebrations. students that Victorian children had to cut out all their own Students will define the term Victorian and list some of the scraps! economic and social conditions of the period.

May baskets and valentines will be displayed and students will explain their work. 434 The "Write Sport"

Grade Level

Class Periods

Goals/Objectives/Student Outcomes: As non-natives moved into the area, they brought with them Students will: different cultures and traditions. These people were independent, aggressive, and competitive. They got plenty of exercise Trace the development of sports in Iowa. with the daily chores of washing clothes, splitting firewood, and working and traveling in all types of weather. There was Use sports as a tool to develop writing skills in 4 little tradition of sports at this time. In fact the concept of sport different styles of writing: diary/journal, creative, in the mid-19th century appears to have been associated with letter, and directional. violent and bloody activities such as fighting and no-holds-barred wrestling. Many churches, especially the Discuss the effects of sports on the lifestyles of Protestant denominations, discouraged sports as being not Iowans. conductive to the health of the soul.

Those ideas began to change, however. German immigrants to Materials: Iowa brought with them a philosophy of life that included physical fitness. Exercise helped build a better person, one with 1. A zip-lock plastic bag kit for each student containing: a 'sound mind in a sound body." Over the years people 1 get well card founded Turner Societies whose purpose was sports, exercise 3 pages personal stationary and gymnastics. Many men and later women participated in 2 thank you notes classes held by Turners. 1 invitation 1 sheet formal stationary During the early days of the Civil War, Union General Abner pages arranged to form a small journal Doubleday is credited with the invention of baseball as a diversion from the rigors of camp life. It was a uniquely 2. Notebook paper American game, fast, organized, precise, and often intense, very unlike its English precedent, cricket. In the decades that 3. Pencils followed, new games appeared, including basketball, volley- 4. A variety of sports equipment ball, rowing, football, tennis, golf, and boxing by the Marquis of Queensbury's rules. 5. Display table Along with the sports appeared a host of supporting or enabling devicesleagues, college staffs, professional coaches Background: and trainers, sports writers, equipment manufacturers, and professionally designed and groomed playing fields. Based on "From Knickers to High Fives," by the Putnam Museum of History Natural Science: Why did this happen? The growth of the middle class, the greater amounts of free time, a generally expanding American Native Americans have lived in what is now Iowa or hunted on economy, a growing population, the social concern for health, its land and fished its streams for at least 10,000 years. The and the belief that young people must fill their time with story of sports in Iowa begins with the Native Americans wholesome activities each played a part in the development of whose sporting activities are generally believed to have American sports. derived from religious ceremonies for seasonal festivals. The game was a significant part of each ceremony. The ceremonies Historian Donal Mrozek of Kansas State University has written were probably intended to cure sickness, increase plant and an enlightening study entitled Sport and the American animal fertility, or celebrate a good hunt or harvest. Native Mentality, 1880-1910. In it he states that three changes in Americans also played games for fun and to increase the skills America combined to make growth of sport possible: Sports necessary for survival. Various ball games such as lacrosse and could play a role in the emergence of a national culture in shinny were played as well as skill building games such as America; the changing role of women and the possibility of archery and foot, horse, or canoe racing. sport playing a new role in their lives; and the value placed by Americans on energy, activity, and movement in every area of work and play as personified by President Teddy Roosevelt. (it wasn't invented yet). But they did have fun playing Leap- frog, Red Rover, and Follow-the Leader. We can see the beginning of team sport as we know it in the era after the Civil War. There also were many different activities Why do kids play games? They play for entertainment. Many that individual Iowans could participate in such as ice skating, outdoor games are good exercise, too. Kids also learn how to bobsledding, boxing, and wrestling. The YMCA-YWCA tradition cooperate with others, how to solve problems, and how to get appeared in Iowa around this time. The YMCA's had reading along with others. Some games even teach kids how to rooms, baths, and sports activities for teams and individuals. behave. Simon Says, and old traditional game, teaches kids to Schools began forming football and basketball teams, a copy others' actions when they didn't know what to do. tradition that continues today with strong intra- and inter-city Captain May I (also called Mother May I) shows kids how to rivalries. polite when asking others for favors.

In addition, some late 19th century families had money to Excerpt from The Goldfinch 4 (September 1982), by Angelita spend on their leisure time activities and as a result, clubs Reyes: were founded to promote special activities. Clubs also satisfied Among the many sports people enjoyed in the late 19th the need for members to socialize and to provide socially century were archery, croquet, tennis, golf, bowling, and acceptable activities to fill the idle hours of younger members. horseshoe pitching. These sports emphasized individual skill Some clubs that were formed for a particular sport crossed more than teamwork. Because vigorous activity was not over economic and social boundaries within the communities. required, it was acceptable for women to take part in most of Still other clubs or teams organized by ethnic groups preserved these sports. In addition, long dresses did not get in the way games that were traditional to those cultures, and gave people too much when women competed in these games. of common heritage a way to keep in touch. To play croquet, a certain number of hoops and pegs are set up After the turn of the century, fitness and sport participation on the lawn. Each player takes a mallet and ball. The objective spilled from schools as young athletes took their lessons and of the game is to strike the ball through the hoops in the competitive spirit onto playgrounds and playing fields. As proper order. The first person to finish wins. When croquet was professional sport writers began compiling statistics and played, good manners and gentle behavior were as important highlighting heroes, sponsors and spectators encouraged the as following the rules. development of professional sport with money and attendance. After 1876, bicycling became a popular sport. The League of During the hard times of war and economic depression, the American Wheelman was organized to help popularize bicycle need for entertainment and a recreational outlet seemed to riding. Because the League wanted more people to ride increase. Spirits were raised, time was filled, and money could bicycles, it encouraged races all over the country. Women could be made. During the wars as teams broke up and members left be members but were barred from racing competition. In 1895, for the fronts, many of the workers who were making the the League had many active members in Iowa. necessary tools of war played in industrial league baseball teams. Cycling influenced women's fashions. Because of the way a bicycle was built and used, women had to wear shorter skirts After World War II a booming economy and more leisure hours than they had worn before. Some daring women even wore increased the demand for places to play and for sporting baggy trousers called bloomers. Cyclists also worked to events to attend. Athletes excelled and fans loved the competi- improve Iowa's roads and streets as well as those in the rest of tive spectacles. School related sporting activities increased as the nation. At the time roads were seldom paved. To have an did the national visibility of sports heroes. enjoyable ride, cyclists needed smooth roads without ruts and holes. Title IX, which was part of the federal government's Education Act of 1972, required equal access for all athletes to facilities, equipment, coaching, and programs. This piece of legislation drastically changed physical education and athletic competi- Procedure: tion at the interscholastic and intercollegiate level as 1. List things that helped the growth of sports. Tell how each once-closed competitive doors were opened to women. item on the list made it possible for more people to participate in sports. Today, advances in medicine, changing attitudes and wavering economic conditions have affected fitness and sport in Iowa. 2. Clothing is a clue to the amount of physical activity in which The quest for a healthier lifestyle brought fitness to the women participated in the past. Find examples of women's forefront while spending conscious sport consumers now seek fashions for the years 1860 through 1960. Look in the encyclo- the most return for the leisure dollar. pedia or in a book about the history of costume.

Excerpt from The Goldfinch 10 (April 1989), by Katharyn Bine 3. Discuss the value of taking part in sports. Think about ideas Brosseau: such as learning to be a good sport, teamwork, and physical Traditional games have simple rules so that kids of many ages fitness. can play. Many traditional games, like Leapfrog and Follow:the-Leader need at least two players, but can be more 4. Make a list of the many types of sports and games that fun with more people. In games like Red Rover, kids have to Iowans play. Make a list of individual and team sports. In choose teams and play against one another. which sports would people participate most of their lives.

Children in Iowa didn't play baseball in the mid-19th century 5. Talk about some games or sports played in other states that 43G The "Write Sport"

continued

are not played in Iowa or are not as popular in Iowa as in other barefoot every day, swim, hike the dunes, and take a successful states. fishing trip, Write your parents a friendly letter telling them about your vacation. 6. Sports news reporting has changed since the first reports appeared in newspapers. Read the 1867 news report of a Letter 3: You've just spent the weekend with friends of your baseball game on page 6 of The Goldfinch (vol. 4 #1 Sept parents. Their son was a terrible tennis player, but you did get 1982). Find a recent newspaper report of a baseball game and to teach him some of Jim Leach's wrestling moves. When compare the two. What differences are found in the reports? home, you write a thank-you note for their hospitality. How has sports writing changed? (Jim Leach, the man who now represents Iowa's First District in Congress, won the Iowa State wrestling championship at 138 7. One class period: Describe the history of sports in Iowa by pounds in 1960. He participated in wrestling, football, and answering the questions below and using the background rugby at Princeton University.) information. a. Who were the first people to live in the land we now call Letter 4: Yesterday your mother brought home an antique Iowa? lamp. While pretending you were Judy Thompson practicing her backhand, you break it. Quickly, you write a letter of apology. b. What are some of the tribes that have lived or live in Iowa? (Former tennis pro Judy Thompson played on the Virginia Slims c. Why do we play games today? circuit in the late 1960s. Taking up the sport in her senior year in high school, Thompson continued her career at the Univer- d. What were other purposes could Native American games sity of Northern Iowa before joining the pro ranks.) have had? Letter 5: You are president of the "Si" Roberts Fan Club. You've e. How can you tell early non-native settlers got plenty of just learned that you might be voted out of office next election exercise? You're desperate and decide to do some electioneering. So you write an invitation to attend a "Si" Roberts autograph party f. Do you agree with the statement "a healthy person has a after checking with "Si" first, of course! sound mind in a sound body"? Why or why not? (Simon "Si" Roberts was the 1954 Iowa State wrestling g. Why did participation in sports grow after the Civil War? champion at 133 pounds. At the University of Iowa, Roberts was three time NCAA champion at 147 pounds. Si was the first h. Why were (and are) sports clubs formed? black state wrestling champion and the first black wrestling i. Why would sports be more important to people during hard official in the Quad Cities.) times or war? Letter 6: Looking through last Sunday's paper, you read an ad j. How did Title IX change school sports? for a sale on sweat suits. This reminds you of your grandma's jogging program. Thoughtfully you write a business letter 8. Four class periods. Pass out a writing kit to each student. Tell ordering her the outfit. students that in this unit they will sharpen their letter writing skills. They will be given a sports situation. After each descrip- Letter 7: It's your birthday and you open a present from your tion there is an assignment to be completed by using materials favorite aunt. It's a new soccer ball! With gratitude and from the kit. Use your language textbook to review proper politeness, you write a thank you note. form for business and friendly letters. Letter 8: You are watching the TV news when you hear that Letter 1: Your friend Ken Ploen just was voted into the Cana- your favorite baseball star, Gene Baker, was hurt in last night's dian Football League Hall of Fame. Write a letter of congratula- game against the Cardinals. He's now in the hospital. Con- cerned, you write a get-well note. tions. (Gene Baker has something many Iowans would give their (Ken Ploen graduated from Clinton High School in 1954 and was an All-State football and basketball player as well as eyeteeth fora World Series ring! Baker played infield for the hurdler in track. At the University of Iowa he quarterbacked the Chicago Cubs from 1953-1956 and the Pittsburgh Pirates from Hawkeyes to victory in the 1957 Rose Bowl game. He joined 1957-1961 and was named to the National Leagiie All Star the Canadian Football League with the Winnipeg Blue Bomb- Team in 1955. After the 1961 World Series season with Pittsburgh, he became a scout for the Pirate's organization.) ers, retiring in 1967. In 1975 he was elected to the Canadian Football League Hall of Fame.) 9. One class period. Recording the events and emotions of your life through a journal or diary is an interesting and rewarding Letter 2: You are staying with your aunt, uncle, and cousins on experience. In this lesson students blend their imaginations the beach. You are really getting to be a beach bum! You go 437 with this writing style. a. Set out a variety of sports equipment (balls, rackets, shoes, etc.). b. Ask the students to pretend they are one piece of that equipment and write 5 entries in their journal detailing the life of that equipment from its point of view.

10. One class period. Directional writing is a necessary part of technical writing and unless well written, can easily confuse readers. Ask the children to write directions detailing how to do anything pertaining to a sport, such as: a. How to play volleyball b. How to set up a baseball diamond c. How to dress for watching a football game on a cold day d. How to get to your high school stadium from your school

Assessment of Outcomes: Each student compiles their writings into a book to show their teacher, principal, and parents. This book serves as an assessment of mastery.

Extensions and Adaptations: Have the students design and make the cards for their writing kits.

Have the students learn games from long ago such as shinny.

Bring community residents in to tell about sports greats from your town or school.

Resources: "Sports." The Goldfinch 4 (September 1982).

"Folklife." The Goldfinch 10 (April 1989): 11-12.

433 Grade Level

Class Periods

Goals/Objectives/Student Outcomes: approached these issues make the study of food and food preparation one of the central concerns in the history of any Students will: group of people. Learn about types of food eaten by people in earlier times. Procedure: Learn how people acquired what they ate. This thematic lesson plan is intended to introduce this particu- Learn about the utensils and dishes people used lar topic to students. The activities are intended to introduce to prepare and serve food. students to the process of inquiry that can be applied to the study Iowa history. In many cases the same activities can be Learn about seasonal variability in food. used to explore the topic in a variety of Iowa history time Learn how food was preserved for future use. periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum.

These thematic lesson plans underscore basic skills such as Materials: reading, writing, communicating orally, and collecting reference sources. Many of the activities will give students practice 1. Recipe books, old and new in using higher skills as in reading, writing, communicating 2. Newspapers, old and new orally, collecting reference sources and using a library; distinguishing between primary and secondary sources; using 3. Restaurant menus charts and timelines; and developing vocabulary. The teacher 4. Time to look at television and listen to the radio can introduce higher level skills through these activities such as collecting information from a variety of sources through 5. Catalogs showing tools, utensils, and dishes for sale observation and questioning; compiling, organizing, and evaluating information; comparing and contrasting; drawing 6. Grocery store advertisements showing prices and types of conclusions or inferences from evidence; considering alterna- food for sale tive conclusions; making generalizations; recognizing points of 7. Samples of containers used to store food view; understanding how things happen and how things change; recognizing how values and traditions influence 8. Samples of actual food items, especially those that are not history and the present; grasping the complexities of cause and grown in this area effect; developing a chronological sense; and understanding events in context.

Background: Although all people need sufficient food to live, the ways in Activities: which we acquire, prepare, and consume food can take many 1. List the food you ate during your most recent meal. forms. Earliest people gathered and hunted food, and the idea of growing food was a revolutionary development. Most food 2. List your favorite foods. had to be preserved, processed, and prepared before people 3. Discuss where food is obtained. ate it. The consumption of food came to acquire cultural significance beyond merely sustaining life, often acquiring 4. Discuss where food products originate. These may be formal and ceremonial importance. Within this general different from the places where we obtain food. framework of having enough to eat, certain techniques of preparation, choices and varieties of food, and kinds of edible 5. Look at recipe books to see what ingredients are needed to materials either became valued or became taboo and therefore make various kinds of foods. could not be eaten. The wide variation in the ways people have 6. Look at a newspaper or magazine to see what food products 4 33 are advertised. teachers within your school and resource people in your community. The folklife section of this curriculum provides a list 7. Watch television and listen to the radio and keep a journal of community resource ideas. of the food advertisements that are broadcast.

8. Look at old newspapers and see what food products are advertised. Resources: 9. Compare the prices of foods in old newspapers with the Contact the Iowa History Resource Center at the State Histori- prices of the same or similar foods today. cal Society of Iowa for a list of books, videos, organizations and ideas for studying Iowa history. Write to: Education 10. Find old recipes. Coordinator, State Historical Society of Iowa, 600 East Locust, 11. List as many ways as possible to preserve food. Des Moines, Iowa 50319.

12. List types of containers in which food is sold, kept in the home, or preserved.

13. Discuss how people gathered and grew food at earlier times in our history.

14. Look at restaurant menus and see what choices of food are available today.

15. Look at menus from the past and see what choices of food were available at earlier times in our history.

16. Discuss what kinds of foods people in other parts of the world eat and why we might not eat the same kinds of food.

17. List some of our food taboos. Discuss why we have taboos about certain types of food.

18. Discuss the utensils and tools needed to prepare food.

19. Discuss the types of dishes and utensils needed to consume food at a table.

20. Discuss why so many types of utensils, tools, and dishes are needed or desirable to prepare and consume food.

21. Discuss what foods are available only at certain seasons because of where or how they are grown.

Assessments of Outcomes: 1. Prepare a typical dinner menu from an earlier era.

2. Compare a shopping list for the ingredients needed to make a typical dinner in historic times with a typical shopping list from today.

3. List foods that we commonly eat but that are not typically eaten by other people. Explain those differences in diet.

4. List foods that we don't commonly eat but that other people do. Explain the reasons for the differences.

5. List the types of utensils, tools, and dishes that are used to prepare and consume food today and in historic times, here and elsewhere.

Extensions and Adaptations: 4 4 0 Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, music, writing, math, or science projects. Be sure to draw on Clothing

Grade Level

coClass Periods

Goals/Objectives/Student Outcomes: clothing were developed. Specialty clothes related to occupa- Students will: tions or professions became a sort of uniform that identified the wearer. People made less of their own clothing, and Learn about articles of clothing worn at earlier clothing manufacturing became a major industry. Any study of times in our history. the way people live must include analysis of the clothing worn in that particular geographic area as well as how clothing Learn what fibers and materials were used to production and styles have changed during the history of the make clothing. community. Learn about the tools and machines used to make clothing. Procedure: Understand the changing cycles of clothing This thematic lesson plan is intended to introduce this particu- fashions and fads. lar topic to students. The activities are intended to introduce Learn about the functions and requirements of students to the process of inquiry that can be applied to the different types of clothing. study Iowa history. In many cases the same activities can be used to explore the topic in a variety of Iowa history time periods. This lesson plan can also be used in conjunction with other topical areas in this curriculum. Materials: These thematic lesson plans underscore basic skills such as 1. Mail-order catalogs from various companies and years reading, writing, communicating orally, and collecting refer- 2. Newspapers and magazines, from various eras ence sources. Many of the activities will give students practice in using higher skills as in reading, writing, communicating 3. Time to look at television and listen to the radio orally, collecting reference sources and using a library; 4. Store advertisements for clothing and for the tools used to distinguishing between primary and secondary sources; using make and alter clothing charts and timelines; and developing vocabulary. The teacher can introduce higher level skills through these activities such 5. Samples of clothing ornamentation and decoration as collecting information from a variety of sources through observation and questioning; compiling, organizing, and 6. Photographs of people wearing different kinds of clothing evaluating information; comparing and contrasting; drawing 7. Samples of articles of clothing conclusions or inferences from evidence; considering alternative conclusions; making generalizations; recognizing points of view; understanding how things happen and how things change; recognizing how values and traditions influence Background: history and the present; grasping the complexities of cause and In most parts of the world people wear clothing, whether for effect; developing a chronological sense; and understanding protection or social custom that demands portions of the body events in context. be covered from public view. Clothing can be made from natural or synthetic materials. The earliest forms of clothing were rather crude garments made from largely unprocessed Activities: materials. As human social organization became more complex, the variety of fibers used to make clothing, the 1. List the articles of clothing you are wearing today. spinning and weaving processes, and clothing patterns, colors, 2. List all articles of clothing you own. and ornamentation also became more elaborate. In addition to protecting people from the cold or the sun and satisfying their 3. Discuss the sources of fibers and other materials used to sense of modesty, clothing became subject to fashions and make articles of clothing. fads. Individuals began to acquire more clothes. Accessories for 4 4 1 4. List the tools used when most articles of clothing were made teachers within your school and resource people in your by hand. community. The folklife section of this curriculum provides a list of community resource ideas. 5. List the machines used to manufacture most articles of clothing.

6. Discuss the articles that have been used to ornament and Resources: decorate clothing. Contact the Iowa History Resource Center at the State Histori- 7. Discuss the differences between men's and women's cal Society of Iowa for a list of books, videos, organizations clothing and compare the 19th and 20th centuries. and ideas for studying Iowa history. Write to: Education Coordinator, State Historical Society of Iowa, 600 East Locust, 8. Discuss special clothing intended for children only. Des Moines, Iowa 50319. 9. Look at mail-order catalog advertisements for clothing and check prices.

10. Study clothing advertisements in newspapers and magazines and on television and radio. What techniques are used to persuade people to purchase clothing?

11. Compare today's clothing prices with prices at earlier times in our history. Be sure to consider the purchasing power of a dollar.

12. Discuss how different climates and activities affect the kinds of clothing people wear.

13. List occupations and activities that need specialized clothing.

14. Discuss clothing colors and what materials are used to create the different colors. What was used in earlier times to color cloth?

15. Discuss the use of specially colored clothing for special events and activities.

16. Discuss techniques to wash, clean, store, and otherwise care for clothing.

17. Make a scrapbook of the variety of clothing shown in advertisements.

18. Discuss the reasons why people may voluntarily wear clothing that is quite uncomfortable and inconvenient.

Assessment of Outcomes: 1. Prepare a list of clothes for the wardrobe of an imaginary person with unlimited money to spend.

2. Prepare a wardrobe list for yourself and list the prices and where to obtain each item.

3. List types of clothing worn in earlier times that are unknown today.

4. List the changes in the tools and machines that have been used to make clothing during the past 150 years. 442. Extensions and Adaptations: Most of the activities listed under procedures can be easily adapted to meet the learning needs of most students at various ages. Many of the listed activities can be used as art, music, writing, math, or science projects. Be sure to draw on 4: tun tacks ...... %./.. , V ; I L: 41' ,, f °ft (- % ) I. lijh 11101is I r i 14 .6.=10 .1.VIZ" .r I L._. I i A 111 "IOWA HISTORICAL MOMENTS''

FACT SHEETS

VOLUME 1

CONTENTS

Amelia Jenks Bloomer Buxton, Iowa Cedar Rock Effigy Mounds Fort Atkinson Gardner Cabin Iowa Presidential Candidates Iowa State Capitol Iowa's Exposition Palaces Iowa's Fresh-water Pearl Buttons Iowa's New Deal Murals Iowa's "Poultry Queen" Lincoln Highway Matthew Edel Blacksmith Shop Mesquakie Settlement Montauk Steamboat Bertrand Terrace Hill Women's Army Corps "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES), KCRC,-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

AMELIA JENKS BLOOMER

Amelia Jenks Bloomer was born May 27, 1818 in Homer, New York. When she was 17, Amelia taught school. Two years later she became governess for the children of Mr. and Mrs. Oren Chamberlain. During this period she met Dexter Chamberlain Bloomer, a Quaker from Seneca Falls, New York, who was one of the editors of the weekly newspaper Seneca Falls Courier. They married in Waterloo, New York, in 1840.

During the next few years Amelia wrote articles for various newspapers on the social, moral, and political issues of the time. She also attended an important temperance meeting in Seneca Falls in 1848. Organized by Lucretia Mott and Elizabeth Cady Stanton, the meeting concerned the property and voting rights for women.

In 1848 the local temperance society decided to publish their own newspaper, the Lily. Amelia Bloomer was the editor; her husband claims that she was the first woman to be editor and publisher of a U.S. newspaper. During 1849, Elizabeth Cady Stanton became a columnist in the Lily, influencing Amelia to work for women's rights, as well as for temperance. In 1850 Amelia Bloomer became acquainted with Susan B. Anthony. That year she also attacked, in the Lily, the Tennessee legislature for declaring that women have no souls, and thus have no right to hold property. From then on the newspaper devoted as much space to articles on women's rights as it did to temperance.

The February 1851 issue of the Lily was the first to mention the new style of dress with which hername came to be associated. The new style came to Amelia's attention through Elizabeth Cady Stanton, whose visiting cousin dressed in short skirts and Turkish trousers. Elizabeth adopted her cousin's costume, and so then did Amelia Bloomer. The New York Tribune printed an article, which was widely copied, calling the new costume the "Bloomer Costume," and using such words as Bloomerism, Bloomerites, and Bloomers. The name stuck. Amelia Bloomer became famous. She wore the costume at home, at church, for lectures, at parties, and at the office. She said that she "... found the dress comfortable, light, easy and convenient, and well adapted to the needs of my busy life."

Amelia Bloomer wore the costume until after she moved to Council Bluffs, Iowa. In 1865 she wrote toa friend about her reason for reverting to ordinary dresses. "I found the high winds which prevail here much of the time played sad work with short skirts when I went out, and I was greatly annoyed and mortified by having my skirts turned over my head and shoulders on the streets. Yet I persevered and kept on the dress nearly all the time till after the introduction of hoops. Finding them light and pleasant to wear and doing away with the necessity for heavy underskirts (which was my greatest objection to long dresses), and finding it very inconvenient as well as expensive keeping up two wardrobes a long and shortI gradually left off the short dress." She added, "It was not at my husband's dictation, by any means, but was my own voluntary act."

Until her death, Amelia Bloomer gave hundreds of speeches across the country on such subjectsas temperance, women's rights, and women's education. She died on 30 December 1894 and is buried in Council Bluff's Fairview Cemetery. Bibliography

Reitz, Ruth S. "Amelia Bloomer's Own Emancipation Proclamation." The Iowan 14 (Winter 1965-66): 40-43, 54. Brown, Don D. Tell a Tale of Iowa. / 965: 133-135. Hanft, Ethel W. and Paula J. Manley. Outstanding Iowa Women, Past and Present. 1980 Jordan, Philip D. "Amelia Jenks Bloomer." Palimpsest 38 (April 1957): 139-148. Mills, George. Rogues and Heroes of Iowa's Amazing Past. 1972: 147-148. Noun, Louise R. Strong-Minded Women. 1969:12 -20.

491f- "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES), KCRG-TV (CEDAR RAPIDS). THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

BUXTON, IOWA MONROE COUNTY

Buxton was one of many Iowa towns founded by railroad companies or their subsidiaries that flourished briefly and then disappeared. Although its historical moment was relatively short, it holds a special place in Iowa's heritage. Founded in 1900 as a company town for workers in the mines of the Consolidation Coal Company, Buxton was located about 15 miles southwest of Oskaloosa. Buxton was never incorporated because that would have meant some loss of control by the company, which built houses, stores, recreational facilities, and even churches for its workers who lived there. What most struck the fancy of Iowans who knew about or visited the town was that at its peak more than half of its nearly 5,000 residents were black They lived and worked side by side with the town's white residents in what seemed to many at the time both black and white an almost idyllic life. A black newspaper in Des Moines called it "the colored man's mecca of Iowa." Unfor- tunately, it was not long before the company chose to cut back on production in the Buxton mines, and in 1923 it abandoned the community, which gradually disappeared. All that remains are a few ruins in a field in southern Iowa, near the junction of Mahaska, Marion, and Monroe counties. Buxton was not typical of the black experience in Iowa, as former residents quickly learned. When jobs disappeared along with the company that built and ran the town, black residents scattered to Iowa cities such as Des Moines, Ottumwa, Cedar Rapids, and Waterloo, where they experienced the full force of discrimination so typical of the black experience in the rest of the country. However distorted by time and intervening circumstances, the image of Buxton as a haven for black people lives on in the memories of its former residents and in the imaginations of those with whom they have shared their story. Other Facts Population: 1905, 4,921;1915, 4,518;1925, probably fewer than 100 Annual income of workers in Buxton, 1914: Physician $3,000 Mine engineer 960 Farmer 900 Lawyer 1,600 Miner 499 Farmhand 260 Minister 980 Railroad worker 1,162 Carpenter 712 Teacher 490 Telegraph operator 700 Domestic 201 Merchant 1,060 Barber 355 Blacksmith 925 Store clerk 700 Midwife 250 Day Laborer 462 Racial and ethnic distribution: 1905 1915 Black 55.0% 40.0% Slovakian 2.0 4.8 Swedish 3.0 1.9 English, Scottish, Welsh, and Irish 2.0 2.2 Birthplace of black residents: Virginia 33.0 27.0 Iowa 24.0 41.0 Missouri 8.9 8.4 Alabama 6.6 3.7 Tennessee 4.8 2.9 Bibliography Gradwohl, David Mayer and Nancy M. Osborn. Exploring Buried Buxton: Archaeology of an Abandoned Iowa Coal Mining Town with a Large Black Population. Ames: Iowa State University Press, 1984. The Iowa State Bystander (a black newspaper in Des Moines with occasional reports on Buxton). London, Minnie B. "As I Remember." [A 21-page typescript of recollections by a former resident of Buxton, in Dr. Hubert L. Olin Papers, State Historical Society of Iowa, Des Moines; bound copy in SHSI Library, Iowa City.] Powers, Judith. "The Buxton Heritage." Iowa Woman 5 (Spring 1984): 3-11. Rye, Stephen H. "Buxton: Black Metropolis of Iowa." Annals of Iowa 41 (1972): 939-57. Schwieder, Dorothy, Joseph Hraba, and Elmer Schwieder. Buxton: Work and Racial Equality in a Coal Mining Community. Ames: Iowa State University Press, 1987. [This is the fullest account of Buxton's history.] Shiffer, Beverly. "The Story of Buxton." Annals of Iowa 37 (1964): 339-47. Swisher, Jacob A. "The Rise and Fall of Buxton." Palimpsest 26 (1945):179 -92. Note: In addition to these printed sources, there exists a Buxton Club, a group of former Buxton residents who live in Des Moines. For more information about the Buxton Club, contact Chrystal Peavy, 5425 Aurora, Bldg. 10, Apt. 300, Des Moines, Iowa 50310.

el 1990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY

446 "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDSM-TV (DES MOINES), KCRG-TV (CEDAR RArnas), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

CEDAR ROCK (THE LOWELL WALTER HOUSE)

The limestone bluff at a bend in the Wapsipinicon River has long been called Cedar Rock. The Frank Lloyd Wright-designed house built on that bluff overlooking the river thus became known as "Cedar Rock." This was the first and most elaborate of seven houses designed in Iowa by the internationally famous architect Frank Lloyd Wright. He also designed the river pavilion (boathouse), the front gate, the curving driveway approach, a ceremonial fire pit, and a fountain. It is unusual that all the furniture and accessories including the carpet, draperies, and even the lamp shades were also designed or selected by the architect. The house was constructed between 1948 and 1950 at a cost of over $125,000. The general contractor was Kucharo Construction Company of Des Moines. Materials used in building the house included: concrete (for the roof with its wide, upturned eaves and the heated floors), glass, brick, and walnut wood from Missouri. The property was listed in the National Register of Historic Places in 1983. It is considered an architecturally important house for Iowa as well as the nation. Like all seven Iowa houses designed by Wright in what is known as the "Usonian" style, the Walter House has neither a basement nor an attic. Built-in furniture and carefully organized storage areas are important elements of the design. Some ceilings are low while others are tall with high windows on all sides. ("Usonian" was a word Wright coined as a variation on "United States"; it describes the later, simplified version of his prairie-style house.) One innovation in this house is the use of a prefabricated bathroom module called the "Stan Fab Unit Bath." This consisted of a white porcelain tub, toilet, and swiveling sink, within walnut-lined walls of two small, skylit bathroom spaces. This is the only Wright-designed house known to have these bath units. The owner, Lowell E. Walter, was a native of Quasqueton who founded and ran the Iowa Road Builders Company of Des Moines until 1944. When he died in 1981, the property was left to the State of Iowa. The house was featured in two national magazines. Wright's design proposal appeared in the June 1945 issue of Ladies Home journal. The completed house was shown in the January 1951 issue of The Architectural Forum, which was dedicated to Frank Lloyd Wright's work The house and grounds are owned and operated as a museum by the Iowa Department of Natural Resources. Public tours are conducted from May to November. Bibliography Iowa Architect. "Cedar Rock: Frank Lloyd Wright in Iowa." September/October 1983: 18-21.

Murdock, Henrietta. "Accent on Living." Ladies Home Journal, June 1945: 141.

Peterson, Cheryl. Frank Lloyd Wright's Usonians. Unpublished master's thesis, University of Washington Library, 1986.

Pratt, Richard. "Opus 497." Ladies Home Journal, June 1945: 138-39.

Strobel, Jeff and Patricia Zingsheim. "Cedar Rock: 'Organic' Architecture for the Age of Growth." Iowa Architect, November/December 1987: 28-29, 41.

Unpublished application for the National Register of Historic Places, Lowell E. Walter House, Buchanan County, Quasqueton, available at the State Historical Society of Iowa's Historic Preservation Bureau, 600 E. Locust, Des Moines, Iowa 50309.

Wilson, Richard Guy and Sidney K. Robinson. The Prairie School in Iowa. Ames: Iowa State University Press, 1977: 33-35. Wright Frank Lloyd. "A Four-Color Portfolio of the Recent Work of the Dean of Contemporary Architects..." The Architectural Forum, January 1951: 73-108 and cover.

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EFFIGY MOUNDS NATIONAL MONUMENT

The Effigy Mounds National Monument was established to preserve an important collection of prehistoric Indian burial mounds. It is located five miles north of McGregor, Iowa.

Established in 1949, the monument contains nearly 1,500 acres or about two square miles and is administered by the National Park Service. There are 191 mounds. Of these, 162 are conical or linear mounds. The most significant, however, are the 29 effigy mounds in the form of bears and birds. Only in southern Wisconsin, and adjacent areas in Illinois, Minnesota, and Iowa, do such effigy mounds exist. The most striking effigy is the Great Bear Mound, which measures 70 feet across the shoulders and forelegs, 137 feet long, and 3 1/2 feet high. The oldest mounds date from the Red Ochre Culture, about 2,500 B.C. The other major culture represented is the Hopewell. These people are thought to have lived in the area from about 100 B.0 to 600 A.D. The culture that made the effigies occupied the land from a time that overlapped the Hopewell Indians until some time before the 14th century, when the area was home to the Oneota Indians. While European-Americans were present in the area since the late 1600s, the mounds were not investigated until 1881, when Theodore H. Lewis and Alfred J. Hill undertook a survey of the mounds and produced maps that show the mounds that still remain today as well as those destroyed before the monument was established. Visitors to the monument can stop at the visitors center and museum to learn more about the history of the mounds and to see exhibits of Indian artifacts removed from the mounds. Visitors can also hike 11 miles of wooded trails through the monument. In addition to its valuable archaeological treasures, the monument contains an interesting variety of wildlife and vegetation that represent a biological community not found anywhere else in the National Park system. The area also boasts beautiful panoramas of the Mississippi River valley.

Bibliography

Alex, Lynn Marie. "Woodland." Office of the State Archaeologist Educational Series 3. Iowa City, 1976. Alex, Lynn Marie. Exploring Iowa's Past: A Guide to Prehistoric Archeology. Iowa City: University of Iowa Press, 1980. Anderson, Duane. Eastern Iowa Prehistory. Ames: Iowa State University Press, 1981. Beaubien, Paul L. "Cultural Variation within Two Woodland Mound Groups of Northeastern Iowa." American Antiquity 19 (1953): 56-66. Lewis, Theodore H. "Effigy Mounds in Iowa." Science 6 (1885): 453-454. Logan, Wilfred D. Woodland Complexes in Northeastern Iowa. U.S. Dept. of the Interior, National Park Service (Publications in Archeology 15), 1976. Logan, Wilfred D. and J. Earl Ingmanson. "Effigy Mounds National Monument." Palimpsest 42 (1961): 145-177. Mallam, R. Clark. "The Iowa Effigy Mound Manifestation: An Interpretive Model." Office of the State Archaeologist Report 9. Iowa City, 1976. O'Brint, Jill York. The Perpetual March: An Administrative History of Effigy Mounds National Monument. U.S. Depart. of the Interior, 1989.

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FORT ATKINSON

In 1840, the United States government pressured the Winnebago Indians of Wisconsin to cede their ancestral lands and move to northeastern Iowa. The land they were removed to was located along the Turkey River in Winneshiek County, within what was called the Neutral Ground. The Neutral Ground was a 40-mile-wide buffer zone established by a treaty in 1828 to keep peace among the Sioux, living in what is now southern Minnesota, and Iowa tribes to the south the Sauk, Mesquakie, and Ioway. But peace did not come. The federal government hoped that placing the Winnebago between the tribes would bring stability to the area.

Brigadier General Henry Atkinson brought in a company of infantry to establish a military camp, which was later named Fort Atkinson in his honor. Troops were needed to protect the Winnebago from the other tribes, to prevent any Winnebago from returning to Wisconsin, and to keep out European American settlers. In 1841 a company of dragoons mounted infantry joined the other troops.

With the addition of the dragoons, the camp's living quarters became inadequate. Atkinson received the approval of the federal government to construct a temporary fort. The site selected was on a limestone bluff near the Turkey River about 50 miles west of the Mississippi. Most of the buildings were built between 1840 and 1842 out of logs and limestone quarried from the area. The fort was unusually elaborate for one that was supposed to be temporary. In fact, an army inspector general visiting the garrison in 1842 was angered by the time and money spent on the fort. In his opinion, no temporary fort should cost more than $500. Fort Atkinson had already cost $28,000 and another $5,000 was needed to complete it.

The fort was never once attacked and daily life in the garrison was uneventful. Soldiers spent their days building the fort, cooking, gardening, caring for the animals, standing guard, and performing many other routine duties. One task the men did not perform was laundering clothes. This was done by women usually wives of enlisted men. At any one time there were usually more than 150 people living at Fort Atkinson.

In 1848 and 1849 the Winnebago were removed to the Crow Wing reservation in Minnesota. The Mesquakie tribe had pushed farther west and south, and the Sioux would soon be removed. Thus, there was little need to maintain mounted troopers at the fort. After only nine years of use Fort Atkinson was abandoned. It rapidly fell into disrepair as settlers stole doors, windows, and hardware. In 1855 the War Department sold the damaged buildings and within a few years settlers had bought the land. Eventually all but a few stone buildings were altered or destroyed.

In 1921 the State of Iowa acquired the fort site. Later, research and archaeological surveys made reconstruction of some of the fort possible. In 1968, the fort was made a State Preserve. Today, visitors can see a collection of china, glassware, and other excavated artifacts now housed within the Fort Atkinson museum. The fort also hosts an annual celebration in September called the Rendezvous where fort life of the 1840s is reenacted and the public can sample food and crafts from the period.

Bibliography

Attleson, Helen M. 'The Disgrace of Fort Atkinson." Iowan 2 (1954): 28. McKussick, Marshall. "Fort Atkinson Artifacts." Palimpsest 56 (1975): 15. Nichols, Roger L. "The Founding of Fort Atkinson." Annals of Iowa 37 (1965): 589. Williams, Bradley B. "A Soldier's Life at Fort Atkinson." Palimpsest 63 (1982): 162.

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ABBIE GARDNER SHARP CABIN ARNOLDS PARK

One of the few violent conflicts between settlers and Native Americans in Iowa occurred near Arno Ids Park in what became known as the Spirit Lake Massacre. Although its significance has been exagger- ated it remains one of the best-known events in Iowa history. The Spirit Lake Massacre has spawned much historical research and speculation. Perhaps the most well known of these stories is that of Abbie Gardner and her family.

Abbie's father built a small cabin at Pillsbury Point on the shore of Lake Okoboji in 1856. At the time, the Gardner family and their neighbors were the first white settlers in the area. In March 1857, 38 settlers including Abbie's mother, father, and four siblings were killed by members of a Wahpekute band of Sioux (Dakota) Indians. Unharmed, Abbie spent three months in captivity before being released for a ransom that consisted of two horses, 12 blankets, two kegs of powder, 20 pounds of tobacco, and 70 yards of cloth. What is usually omitted from popular accounts about the uprising is that the settlers had previously mistreated the Native Americans. For example, the Indians had tried to barter for food because they were starving, but the settlers were uncooperative.

Returning to the cabin 34 years later, Abbie Gardner Sharp lived there until her death in 1921. She operated the cabin as a tourist attraction where she sold souvenirs and copies of her book, History of the Spirit Lake Massacre. Largely through Sharp's promotion, Gardner Cabin became a landmark ingrained in Iowa's lore.

In 1959 the State Historical Society of Iowa took possession of Gardner Cabin and has since restored it to resemble its approximate 1856 appearance. Inside the cabin visitors can see furnishings typical of pioneer life during the period. Near the cabin stands a monument dedicated in 1895 to the memory of those killed in the uprising. There's also a one-acre park, and a visitors center with exhibits of local artifacts, all of which give a sense of what life was like in a frontier settlement in mid-19th century Iowa. Gardner Cabin was listed on the National Register of Historic Places in 1973.

Bibliography

Hassrick, Royal B. The Sioux. Norman: University of Oklahoma Press, 1964. Larson, Peggy Rodina. "A New Look at the Elusive Inkpaduta." Minnesota History, Spring 1982. Mails, Thomas E. Mystic Warriors of the Plains. Garden City, New York: Doubleday and Company, Inc., 1972. Sharp, Abbie Gardner. History of the Spirit Lake Massacre. 1895. 12th ed. Reprint. Spirit Lake: Dickinson County Historical Society, 1990.

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IOWA PRESIDENTIAL CANDIDATES

HERBERT CLARK HOOVER

Born in West Branch, Iowa, on 10 August 1874, Herbert Hoover was the second of three children ina Quaker family. Herbert's father was a blacksmith who died when Herbert was sixyears old. His mother died three years later, after which he went to Newberg, Oregon, to live withan uncle. At age 17 Hoover entered Stanford University, graduating four years later with a degree in engineering. After graduation, Hoover worked for various mining firms first in Australia, later in China. In 1899 he married Lou Henry, a native of Waterloo whom Herbert had met when theywere both geology students at Stanford. From 1901 to 1908, Hoover worked in London for a British mining firm, which sent him traveling across the world. He acquired great wealth and a worldwide reputation in his profession.

President Woodrow Wilson called Hoover home after the outbreak of World War I to become U. S. Food Administrator. After the armistice, the Allied "Big Four" leaders appointed him director of relief and rehabilitation to help Europe's postwar food shortage and famines. When Hoover returned to the U.S. in September 1919, some friends launched a campaign to give him the Republican nomination for president. Hoover failed to get the nomination, but the new Republican President Harding appointed him Secretary of Commerce.

In 1928, Hoover received the Republican presidential nomination overwhelmingly on the first ballot at the national convention. During his campaign Hoover only made seven speeches, emphasizing prosperity, farm relief, and the protective tariff. He also supported prohibition. Hoover won with a larger popular vote (21,430,743 to 15,016,443 over Democrat Alfred E. Smith) and a larger electoral vote (444 to 87) than any other president. Unfortunately, Hoover's administration was dominated by an economic depression following the stock market crash in 1929. His opponents criticized him for his "trickle down" theory based on the idea if government aided big business at the top, business would then create more jobs and relieve unemployment. The major issue of the 1932 election was the depression, which Democrat Franklin D. Roosevelt used to defeat Hoover (22,821,857 to 15,761,841 popular votes, 472 to 59 electoral votes).

Despite his loss, Hoover remained active in the Republican Party until the end of his life. He also wrote several books about his political experiences. He died in New York City on 20 October 1964.

HENRY AGARD WALLACE

Henry Agard Wallace was born 7 October 1888, Adair County, Iowa. In 1895, his grandfather, known as "Uncle Henry" Wallace, editor of newspapers in Winterset, bought the periodical that became Wallace's Fanner.

Henry A. like his father Henry Cantwell Wallace graduated from Iowa State College of Agricul- tural and Mechanical Arts and was editor of Wallace's Farmer. Henry A. was also a noted crop geneti- cist, and developed the first hybrid seed corn for commercial use. With two friends he founded Pioneer Hi-bred Seed Corn Company, one of the largest suppliers of hybrid seed corn in the world. In 1933, Wallace was appointed U.S. Secretary of Agriculture by President Franklin D. Roosevelt, and was a leader in shaping farm policies for the New Deal. In 1940 he was nominated for Vice-President, for Franklin D. Roosevelt's third term. They won the election, but Wallace was replaced as vice presidential nominee in 1944 owing to friction over disagreements about foreign policy. He was later appointed Secretary of Commerce, a post he held until 1946. At that time Wallace became further opposed to America's foreign policy, particularly in regard to the Soviet Union. This dispute led to the formation of the Progressive Party, which named Wallace their candidate for president in 1948. Although Wallace received more than one million popular votes, he won no electoral

© 1990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY votes. After his defeat he returned to his post as editor of the New Republic, a position he had held since 1946. He spent the remainder of his life in New York, conducting experiments on plant genetics, and public speaking on agriculture and foreign policy topics. Wallace died in 1965. The Wallace birthplace in Adair County, near Orient, still stands, and a marker to Henry A. is featured in a county park near the site.

JAMES BAIRD WEAVER

James Baird Weaver, who ran for president twice for two different political parties, was born 12 June 1833 in Dayton, Ohio. His family moved to the Iowa Territory in 1842, settling in Davis County, near what is now Bloomfield. By 1852, Weaver had begun to study law in Bloomfield, and in 1855 he entered Cincinnati Law School. He graduated the next year and opened a law practice in Bloomfield. Weaver ran for a number of offices over the next several years and was elected to Congress in 1878. In 1880 the Greenback Party which eventually merged with the Democratic Party nominated him as its candidate for president. He received more than 300,000 votes in the general election but received no electoral votes. He was elected to two more terms to Congress before he was once again nominated for the presidency this time by the Populist Party in 1892. Though he lost again, more than one million voters favored him about 8.5 % of the vote and he won 22 electoral votes. Although Weaver remained active in national politics, the last political office he held was that of mayor of Colfax, Iowa. He was elected in 1901.

James Baird Weaver died on 6 February 1912. Three years later the town of Bloomfield dedicated Weaver Park in his honor. Bibliography

Haynes, Frederick Emory. James Baird Weaver. State Historical Society of Iowa, 1919. Hinshaw, David. Herbert Hoover, American Quaker. Farrar, Straus, 1950. Lord, Russell. The Wallaces of Iowa. Houghton Mifflin, 1947. Nash, Goerge H. The Life of Herbert Hoover. W. W. Norton, 1983. Schapsmeier, Edward L. "A Prophet in Politics: The Public Career of Henry A. Wallace." Annals of Iowa 39 (1967): 1-21. Smith, Richard Norton. An Uncommon Man: The Triumph of Herbert Hoover. Simon and Schuster, 1984.

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IOWA STATE CAPITOL DES MOINES, IOWA

History In 1870 there was a contest to decide the design of Iowa's state capitol. An ad calling for submissions of architectural plans appeared in several local and national newspapers. A state commission selected two plans from the 14 submitted, agreeing to combine elements of both into one plan. J. C. Farrand of Des Moines and Alfred H. Piquenard of Chicago submitted the winning designs.

Ultimately, several architects would have a hand in designing the capitol. The project was initially directed by Piquenard, as architect, and his Chicago supervisor, John C. Cochrane, who acted as superintendent. Piquenard traveled to Europe to study its classical architecture, bringing these influences to his capitol design. He died in the middle of the project, and his assistant, M.E. Bell, replaced him. Bell was later replaced by Des Moines architect W. F. Hackney, who finished the project.

The thirteenth Iowa General Assembly designated $1.5 million for the capitol, stipulating that local materials and talent be used whenever possible. This was meant to both lower costs and to highlight Iowa's abundant resources. Construction began in 1871. Unfortunately, the stone foundation cracked during the winter and had to be removed. A second foundation was laid in 1873. The building was completed in 1886 at a cost of $2,873,295. In 1902 the capitol was repaired and modernized. Improvements included the installation of electricity, elevators, and a phone system. A fire two years later damaged several offices and chambers that had to be restored. Repairs, improvements, and the purchase of artwork raised the total cost to about $3.3 million.

Architecture of the Capitol Iowa's capitol is one of 12 similar structures built during a period (1865-1890) sometimes called the "Gilded Age of State Capitols." Our capitol was one of the earliest and most influential of this period. Most of these capitols, including Iowa's, took their basic design from the national Capitolparticularly its dome, portico, rotunda, and wings. The form was symbolic of American bipartisan democracy.

In addition, most of these capitols were lavishly adorned with marble, stained glass, exotic wood, and gilded domes. Two ideals of the era the importance of community (fostered by the Civil War), and the desire for personal achievement were represented within and around Iowa's capitol by its murals, sculptures, and other artwork The structure's ornamentation derived from classical Greek and Roman motifs. Thus, the Iowa state capitol was designed to inspire patriotism and pride by wedding the ideals and resources of its citizens to the great cultures of the past.

The diameter of the dome measures 80 feet. It has been gilded four times and its gold is 1/250,000 of an inch thick This is the sixth capitol in Iowa, and the third since Iowa became a state. It's the second one to be located in Des Moines. There are 398 steps from the ground to the top of the dome. There are 29 varieties of marble used in the capitol22 foreign and seven domestic. The exterior materials include sandstone, limestone, and granite.

Bibliography

"Capitol Kaleidoscope: Victorian Stenciling in Iowa's Statehouse." Palimpsest 69 (Winter 1988): 173-185. The Golden Dome. Iowa Senate, 1970. Johnson, Linda Nelson, and Jerry C. Miller. The Iowa Capitol: A Harvest of Design. 1989. [This is the most comprehensive account of the history and architecture of the capitol). Lane, Carroll, and Charlene Conklin. "The Capitol." Iowan (Spring 1970): 14-27, 52-53. Pierce, Bill. "The Capitol: Grand Home for Iowa's Government." Iowan (Spring 1982): 4-13.

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IOWA'S EXPOSITION PALACES

Once, there were palaces in Iowa. They were made, not from stone, but from the products of the state's rich land corn, coal, flax, and blue grass. These palaces were erected as temporary showcases at fairs and expositions held to highlight the major products of the area. The palaces were usually huge, elaborate structures, sometimes taking up one city block. Elements of Romanesque and Moorish architectural styles were often prominent in the palaces, which were typically constructed of lightweight wood and chicken wire and then covered and ornamented with corn or whatever the area's dominant product was. Inside the exposition palace was a flurry of activity bands played, operas wailed, speeches droned, and local citizens displayed their handmade and homegrown goods. National celebrities often visited the palaces.

Below is a list of Iowa's exposition palaces.

CORN PALACES, SIOUX CITY All five of Iowa's corn palaces were built in Sioux City. The first one opened 3 October 1887. Located at the northwest corner of Jackson and Fifth streets, it was 100 feet high, and covered 200 square feet. Its architecture was generally Moorish in style. Presi- dent Grover Cleveland visited the palace on his honeymoon. These materials were reportedly used to construct the palace: 300,000 feet of lumber 15,000 bushels of corn 5,000 bushels of Indian corn500 pounds of carpet tacks 3,000 pounds of nails 1,500 pounds of small brads 2,500 feet of rope 500 pounds of small wire 3,500 yards of colored cloth The total cost, not including donated labor and materials, was $28,000. The second palace opened 24 September 1888. Located at the northeast corner of Pierce and Sixth streets, the palaces was one-quarter block square, 100 feet high. Visited by Iowa Governor William Larrabee, its architecture contained Richardsonian Romanesque elements. The third one opened 23 September 1889. Located at Pierce and Jackson streets, it contained elements of both Richardsonian Romanesque and Gothic architecture, and had a tower 180 feet high. The fourth palace opened 23 September 1890. Located at the northeast corner of Pierce and Sixth streets, its architecture featured Moorish Revival architecture. The fifth palace opened 1 October 1891. Located at Pierce and Jackson Streets, it was one block long, and its main dome was 200 feet high. Architecturally, it resembled the United States Capitol, with a striking Richardsonian Romanesque arched entrance.

COAL PALACE, OTTUMWA Iowa's only coal exposition palace opened in Ottumwa on 16 September 1890. Located on Main Street, it was 230 feet long and 200 feet high. Its architecture featured Romanesque elements. Its total cost was $30,000. Exhibits honored the coal-producing counties in Iowa. Noted visitors included Presi- dent Benjamin Harrison, Governor Horace Boies of Iowa, William McKinley, Carrie Chapman Catt, the Gilmore Band of the West from Pella, and Barnum's Circus. The operas "Powhatan" and 'The Mikado" were performed. The coal palace reopened in 1891, but was torn down after that year's festival ended.

BLUE GRASS PALACES, CRESTON Iowa's only exposition palaces built of blue grass were built at the county fairgrounds in Creston. The first one opened in 1889. The second one opened on 21 August 1890. It was a city block long, with a central tower 120 feet high. Among the exhibits were a life- sized Newfoundland dog and a horse, both made of blue grass; a sheep made of oats and wheat; a life-sized horse made of red clover heads; and a display of 76 kinds of wood native to Fremont County. The Blue Grass Palace reopened in 1891 and 1892, after which it was abandoned.

454 FLAX PALACES, FOREST CITY Iowa's only exposition palaces made of flax were built at the county fairgrounds in Forest City. The first opened in 1890. It was rebuilt in 1891, and recovered in 1892 and 1893. The 1890 buildingwas 158 feet long, with 3 towers. Forty machines wired strands of flax into small bundles and thenwove them into yard-long panels that were trimmed so that only the flax heads showed. Local boys received 30per yard for the work. Admission was 35¢ per person, and 11,000 people visited on one day.

Bibliography

Baldwin, Betty. "Flax Palace." The Iowan 14 (Fall 1965): 41, 52.

"Iowa's Incredible Exposition Palaces." The Goldfinch 6 (October 1984): 1-16.

Illustrated Review of Ottumwa: Ottumwa: Fred Flower, 1890: 8-11.

Kreiner, Carl B. "The Ottumwa Coal Palace." The Palimpsest 44 (December 1963): 572-578.

Mahan, Bruce E. "The Blue Grass Palace." The Palimpsest 44 (December 1963): 563-571.

Ottumwa Yesterday and Today. Ottumwa: Glenn B. Meagher and Harry B. Munsell, 1923: 62-64.

Petersen, William J. "In Quest of Tourists in 1887." The Palimpsest 44 (December 1963): 579-580.

Schmidt, John F. A Historical Profile of Sioux City. Sioux City: Sioux City Stationery Co., 1969: 165-175.

Schwieder, Dorothy and Patricia Swanson. "The Sioux City Corn Palaces." Annals of Iowa 41 (Spring 1973):1209 -1227.

Sioux City Corn Palaces. Sioux City: Pinckney Book and Stationery Co., 1889.

Sioux City Illustrated. Omaha: D.C. Dunbar & Co., 1888: 1-26.

Winnebago Summit. Forest City: Ladies' Cemetery Association, 1895.

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IOWA'S FRESHWATER PEARL BUTTONS The first freshwater pearl button industry in the United States began in Muscatine, Iowa, when John Boepple began making buttons in his home. Boepple, a German immigrant, traveled to the Midwest searching for a freshwater shell to rival the mother-of-pearl found in ocean shells. The mussels abundant in the Mississippi River near Muscatine provided this source. Iowa's button industry quickly boomed. By 1905 the state was second nationally in button production, and by 1910 Iowa had 70 pearl button factories. Workers gathered mussel shells from the rivers with long rakes. Then they steamed, soaked, and cleaned the shells, discarding the meat. Next, they cut blanks from the shells, and then carved, pol- ished, and drilled holes to finish the button. Finally, they either boxed the buttons or sewed them to cards for sale. Working conditions in Iowa's button factories were no better than those of other industries in the first decades of this century. Soaking vats, where dam meat decayed from the shells, contained putrid, poisonous water. Workers complained of throat and lung diseases caused by the heavy dust spewed from cutting and polishing machines. Muscatine workers protested these conditions, and other issues such as hours and wages, in a 15-month strike during 1911-1912. This strike ended with few changes in labor conditions. Not until 1933 did a new button workers' union succeed in improving the working conditions. Iowa's pearl button production peaked around 1916. By the 1930s it had seriously declined owing to several factors: depletion of mussel beds by over-fishing, competition from foreign manufacturers and plastic buttons, and, perhaps most important, changes in fashion that required fewer buttons. Timeline 1891 John Boepple's first button production 1884 steam-powered machines 1907 - Congressional study of decline in mussel population 1910 - 3,172 button workers report 60-72 hour work weeks 1910 - 25 button factories in Muscatine 1916 - peak of Iowa's button industry 1923 - tariff enacted against competition from Japanese freshwater pearl buttons 1930s - button industry in decline

Bibliography Farrel-Beck, Joan and Rebecca Hatfield Meints. 'The Role of Technology in the Fresh-Water Pearl Button Industry of Muscatine, Iowa, 1891-1910." Annals of Iowa 47: 3-18. Hurd, Frances. "The Pearl Button Industry of Muscatine, Iowa." Annals of Iowa 38: 101-144. O'Hare, Mike. "Mr. Boepple and his Buttons." Iowan 30 (Fall 1981): 46-51. Oral history tapes. Muscatine Public Library, Muscatine, Iowa. Rousmaniere, Kate. "The Muscatine Button Workers' Strike of 1911-1912: An Iowa Community in Conflict" Annals of Iowa 46: 243-262.

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IOWA'S NEW DEAL MURALS

From 1933 to 1943, public art flourished in Iowa. During that period several New Dealprograms financed public art in the state. The programs varied slightly but all were intended to bothsupport unemployed artists and provide art for the general public by commissioning murals for public buildings.

Many of Iowa's New Deal murals were painted in a style known as regionalist. Regionalism,an art movement of the 1920s and 1930s, emphasized realistic portrayals of local people and settings. Region- alism represented both a revolt by many artists from the dominant influence of Europe and theeastern United States, and a practical solution to the depression-era reality that trips abroad for inspiration were no longer affordable. Iowan Grant Wood, through his Stone City art colony, encouraged his students to adopt this style; he influenced many of the artists who were later to paint Iowa murals. Wood served as the state director of the Public Works Art Project (PWAP), the first of the New Deal programs to be funded.

Another Iowan, Edward Rowan of Cedar Rapids, was assistant director of a laterprogram, the Trea- sury Department's Section of Painting and Sculpture, which financed most of the murals iri the state. Iowa's unusually high number of murals may have been the result of Rowan's prominent position.

NEW DEAL MURALS IN IOWA (Those in parentheses are destroyed)

Algona Post Office - Daily Bread by Francis Robert White (now in American Legion Building) Ames Post Office - Evolution of Corn by Lowell Houser Ames ISU Library - When Tillage Begins, Other Arts Follows by Grant Wood, et al. Audubon Post Office - Audubon's Trip Down the Ohio and Mississippi- 1820 by Virginia Snedeker Bloomfield Post Office - Autumn in Iowa by John Sharp (Cedar Rapids Federal Court - Law and Culture by Francis Robert White, Harry Jones, Don Glasell, Everett Jeffrey) Cedar Rapids Harrison School - Transportation by William Henning Clarion Post Office - by Paul Faulkner Columbus Junction Post Office - Lovers Leap by Sante Graziani Corning Post Office - Band Concert by Marion Gilmore Corydon Post Office - Volunteer Fire Department by Marion Gilmore Cresco Post Office - Iowa Farming by Richard Haines (Iowa State Fairgrounds [Des Moines] - by Dan Rhodes and Howard Johnson ) Des Moines Callanan Jr. High - by Glen Chamberlain and George Grooms Des Moines Public Library - A Social History of Des Moines by Harry Jones, et al. DeWitt Post Office - Shucking Corn by John V. Bloom, Jr. Dubuque Post Office - Early Settlers of Dubuque by Bertrand Adams and Early Mississippi Steamboat by William E. L. Bunn Emmetsburg Post Office - Wildlife Conservation by Lee Allen Forest City Post Office - Evening on the Farm by Orr C. Fisher (Hamburg Post Office - Festival at Hamburg by William E. L. Bunn) Harlan Post Office - The Farmer Feeding Industry by Richard Gates Hawarden Post Office - Hunters by John Sharp Ida Grove Post Office - Preparation for the First County Fair, Ida 1872 by Andrene Kauffman Independence Post Office - Postman in Storm by Robert Tabor Jefferson Post Office - The New Calf by Tom Savage Knoxville Post Office - Pioneer Group at the Red Rock Line- 1845 by Marvin Beerbohm

rm.-1 4.1 Leon Post Office - Rural Free Delivery by Criss Glasell Manchester Post Office - Iowa Farm Life by William Henning Marion Post Office - Communication by Mail by Dan Rhodes (now in Marion City Hall) Missouri Valley Post Office - Iowa Fair by Francis Robert White Monticello Post Office - Iowa Landscape by William Palmer Mount Ayr Post Office - Corn Parade by Orr C. Fisher Mount Pleasant Post Office - Mt. Pleasant in the Forties -Town...-College, and... -Farm by Dorothea Tomlinson New Hampton Post Office - Breaking the Colt by Tom Savage Onawa Post Office - Erosion and its Control by Lee Allen Osceola Post Office - The Arrival of the First Train by Byron Ben Boyd Pella Post Office - Hollanders Settle in Pella by Byron Ben Boyd Rockwell City Post Office - Summer by John Sharp Sigourney Post Office - Indian Harvest by Richard Olsen Sioux City East High School - Indian Council, The First Cabin and Arrival of the First Teacher by Herman 0. Myre (now in Sioux City East Jr. High School) Sioux City Central High School - Arrival of the First White Settler, Council Oak and River Traffic and the Fur Trade by Rollin E. Beard (now in Castle on the Hill) Storm Lake Post Office - Storm Lake by Dan Rhodes (now in Storm Lake Public Library) Tipton Post Office - Cattle by John V. Bloom, Jr. Waterloo Post Office - Holiday and Exposition by Edgar Britton (now in Waterloo Public Library) Waverly Post Office - A Letter from Home in 1856 by Mildred Pelzer

Bibliography

Brown, Hazel E. Grant Wood and Marvin Cone, Artists of an Era. Ames: Iowa State University Press, 1972. Corn, Wanda M. Grant Wood: The Regionalist Vision. New Haven: Yale University Press, 1983. DeLong, Lea Rosson and Gregg R. Narber. A Catalog of New Deal Mural Projects in Iowa. Des Moines, 1982. DeLong, Lea Rosson and Gregg R. Narber. "The New Deal Murals in Iowa." Palimpsest 63 (May/June 1982): 86-96. Dennis, James M. "The Mural Projects of Grant Wood," Iowan, Summer 1978. Dennis, James M. Grant Wood: A Study in American Art and Culture. New York, 1975. Hamlin, Gladys. "Mural Painting in Iowa." Iowa Journal of History and Politics, July 1939. McKinzie, Richard D. The New Deal for Artists. Princeton, 1973. Mecklenburg, Virginia. The Public as Patron: A History of the Treasury Department Mural Program. University of Maryland, 1979. Meixner, Mary L "Lowell Houser and the Genesis of a Mural" and "The Ames Corn Mural." Palimpsest 66 (January/February 1985): 2-13 and 14-29. "Regionalism." Goldfinch, Apri11987.

458 LOCATIONS OF MURALS IN IOWA Cresco Hawarden Emmetsburg Algona New Hampton Clarion Waverly Storm Lake Rockwell City Waterloo Independence Manchester Dubuque Ida Grove Marlon Monticello Jefferson Cedar Rapids Tipton ' De Witt Missouri Valley Audubon Des Moines Pella Osceola Knoxville Sigourney MI. Pleasant Corning Corydon Bloomfield Hamburg Narlwr 7 9 Mount Ayr "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MoiNFs), KCRG-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

IOWA'S "POULTRY QUEEN".

Traditionally, Iowa's family farm has operated as a partnership involving all members of the family, with women playing a significant part. In addition to handling the arduous domestic chores, producing the family's clothing, and helping in the fields, women on early Iowa farms often worked to bring in extra money. One of the most common ways women earned cash was by raising chickens and selling eggs. "Egg money" was often vital to a family farm operation, especially if the year's crops were disappointing. One of Iowa's most successful poultry raisers was Rebecca Johnson of Maxwell. She began raising chickens, ducks, and turkeys in the 1880s. She studied how incubators operated and experi- mented with ways to improve them. Eventually, she developed an incubator alarm that went off if the temperature inside the incubator got too hot or too cold. She was one of the first Iowa women to receive a patent for an invention. Farmers frequently asked her for advice about how to raise chicks. In response, she wrote a book called How to Hatch, Brood, Feed and Prevent Chicks from Dying in the Shell in 1905. Among the bits of advice she offers in her book: "The eager, active, hungry hen is the profit maker. Lazy chickens, like lazy people, are worthless." In 1908, Wallace's Farmer magazine wrote a series of articles about Johnson, giving her the nickname "poultry queen" because of her expertise in the subject. A generation later, small family businesses like Rebecca Johnson's had almost disappeared with the coming of the large-scale poultry industry.

Bibliography

A Century of Farming in Iowa. Iowa State College Press, 1946. Hamilton, Carl. In No Time At All. Ames: Iowa State University Press, 1974. Ross, Earl D. Iowa Agriculture: An Historical Survey. Iowa City: State Historical Society of Iowa, 1951. Schwieder, Dorothy, Tom Morain, Lynn Nielsen. Iowa: Past to Present, The People and the Prairie. Ames: Iowa State University Press, 1989: 202-208. Wallace's Farmer. 1908. Women Partners on the Land. 1985. [A brochure available from the Midwest Old Threshers.]

01990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OFKDSM-TV (DESMOINES),KCRG-TV(CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

THE LINCOLN HIGHWAY

The Lincoln Highway was the first transcontinental highway for cars in the United States. Stretching from New York to San Francisco, it passed through Iowa and eleven other states. The Lincoln Highway was named for President Abraham Lincoln. The idea for the highway is credited to Indianapolis 500 founder Carl Fisher, who in 1912 called it the Coast-to-Coast Rock Highway. In Iowa, the Lincoln Highway was little more than a dirt road between towns. After a rain, it became an impenetrable river of mud. Many early cross-country travelers fell in love with Iowa's landscape. Wrote one traveler: "Nowhere in the world have I felt more perfect harmony between earth and man than among the farms of Iowa, no more comfortable space and spiritual freedom between man and man." In 1919, Eisenhower and the first Army Transcontinental Motor Convoy dramatized the need for a mobile military. They stopped in Mamie Doud Eisenhowers' hometown of Boone, which was on the Lincoln Highway. Other Iowa communities along the highway included: Council Bluffs, Missouri Valley, Carroll, Denison, Jefferson, Marshalltown, Ames, Nevada, Belle Plaine, Mount Vernon, and Clinton. Travel along the Lincoln Highway grew quickly thanks to the affordable Model T, and the rising popularity of camping and vacationing by car. By 1925 a national highway numbering system was established that's still in use today. Officially, the Lincoln Highway no longer existed when it became part of U.S. 30. But many still affectionately referred to the route as the Lincoln Highway. In fact, the Lincoln Highway Commission (a national group that helped Iowa lobby for paved roads) had 3,000 concrete markers placed along the route. The marker was a red, white, and blue emblem with a large "L" in the center. People were fond of the Lincoln Highway because to them it was a symbol of America's robust spirit of freedom and patriotism. Today, the alert motorist can still see remains of the old highway concrete highway markers, faded advertisements, early tourist camps with tiny cabins, an out-of-the-way garage or diner. With the help of old road maps, atlases, and guidebooks, finding and following Iowa's Lincoln Highway can be a fascinating adventure.

Bibliography

Harstad, Peter and Diana J. Fox. "Dusty Doughboys on the Lincoln Highway: The 1919 Army Convoy in Iowa." Palimpsest 56 (June 1975): 66-87. Hokanson, Drake. "The Lincoln Highway." The Bracket (Summer 1983). Hokanson, Drake. 'The Lincoln Highway: Forgotten Main Street Through Iowa." Iowan (Summer 1983). Hokanson, Drake. The Lincoln Highway: Main Street Across America. Iowa City: University of Iowa Press, 1988. Official Road Guide to the Lincoln Highway. 1916.

462 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MoINES), KCRC,-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

MATTHEW EDEL BLACKSMITH SHOP HAVERHILL, IOWA

Named for its German immigrant owner, the Matthew Edel Blacksmith Shop opened in Haverhill (near Marshalltown) in 1883. Edel operated the shop until his death in 1940, after which the Edel family kept the shop in the order and condition that its founder maintained.

Edel himself produced most of the tools to carry out a blacksmith's duties, which included forging, repairing farm implements, and shoeing the horses of local farmers activities that took place in the front half of the shop. In the rear half Edel did woodworking, wagon work, and manufactured tools that he himself invented. Among his inventions on display are a "dehorning clipper" he patented, a wedge cutter, a nut pliers, garden hoes, and various styles of iron cemetery crosses. He advertised these products and sold them through the mail.

The layout of the shop remains virtually as Edel designed it; the tools are where he left them. It's as though the blacksmith just stepped out for a moment. When Edel purchased the property it consisted only of a small two-story wood-frame house with a summer kitchen. He converted the house into a blacksmith shop, making several additions and alterations over the years. The shop took on its present form in 1915 when he added a car garage onto the west end of the building.

The Matthew Edel Blacksmith Shop and residence thus preserve both the life of an Iowa artisan and the record of a rural trade important in 19th and early 20th-century Iowa.

OTHER FACTS: Matthew Edel was born in Germany in 1856. He moved to this country in 1873. In the late 1870s he moved to Iowa; he lived briefly near Iowa City before settling in Haverhill. In 1983 the Edel Blacksmith Shop was entered on the National Register of Historic Places. In 1986 the Edel family donated the shop to the State of Iowa. The SHSI administers the shop, while the Historical Society of Marshall County manages it.

© 1990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDSM-TV (DES MOINES), KCRC-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

MESQUAKIE SETTLEMENT

The Mesquakie are one of the most important American Indian groups in Iowa history. Theyare also one of the few Indian tribes in the country to have purchased land after being removed from it. Known more commonly as the Fox, or the Sac and Fox, they call themselves Meskwahki, translated as "Red Earths" or "Red Earth People."

In 1845, after United States government treaties forced the Mesquakie to leave Iowa, the tribewas removed to Kansas. In 1856, a band of five Mesquakie, led by Maminiwanige, returned to Iowa to search for a place to live. Homeland was important to the Mesquakie, as it is to most Native Americans, because their spiritual and religious beliefs were intertwined with the land itself. To be removed from their homeland was to lose touch with their deities and sacred places.

The Mesquakie managed to raise enough money from the sale of ponies to buy 80acres of timberland on the Iowa River in Tama County. Governor James Grimes championed the Mesquakie's return to Iowa, and pledged that they could live here in peace. Thus, the Mesquakie, unlike American Indians who lived on federally owned reservations, owned the land they lived on.

Today, with additional purchases of land, the Iowa Mesquakie homeland has grown toover 2,000 acres. They have contributed greatly to Iowa's cultural heritage and diversity. Each August since the early 1900s, the Mesquakie settlement at Tama has been the site of a powwow celebration that has entertained and edified generations of Iowans.

Bibliography

Bataille, Gretchen, David M. Gradwohl, Charles L. P. Si let. The World Between Two Rivers: Perspectives of American Indians in Iowa. Ames: Iowa State University Press, 1978. Hagan, William T. The Sac and Fox Indians. Norman: University of Oklahoma Press, 1958. Purcell, L. Edward. "The Mesquakie Indian Settlement in 1905." Palimpsest 55 (1974): 34-55. McTaggart, Frederick E. Wolf That I Am: In Search of the Red Earth People. 1976. Reprint. Norman: University of Oklahoma Press, 1984. "The Tama Indians." Palimpsest 38 (1957): 305-315.

464 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM -TV (DE5 MOINES), KCRG-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

MONTAUK HISTORIC SITE GOVERNOR'S HOME, UNION SUNDAY SCHOOL, AND CLERMONT MUSEUM CLERMONT, IOWA

Built in 1874, the home of Iowa's twelfth governor, William Larrabee, Montauk is set among a forest of 100,000 pine trees and overlooks the Turkey River Valley and the town of Clermont. Larrabee, a powerful and popular man, was one of the founders of the Republican party in Iowa and served as governor for two terms from 1886 to 1890 after 17 years as a state senator. He died in 1912.

A world traveller, Larrabee filled his elegant 14-room mansion with souvenirs from his many trips. Among the original furnishings to see at Montauk are Tiffany lamps, Wedgwood china, Italian statues, German clocks, Mexican onyx tables, paintings, and thousands of books.

Montauk was donated to the State of Iowa in 1976, 11 years after Larrabee's daughter, Anna, died at the age of 97. Anna had lived there all her life, maintaining the mansion much as it had been when her father was alive. Indeed, it is a "living home" you can easily imagine what it was like for a single family to have lived there for more than 100 years, each generation leaving its own imprint upon William Larrabee's indelible design.

OTHER FACTS: The mansion was built of brick molded of native clay and kilned at Clermont. Montauk was named by Larrabee's wife, Anna, for the lighthouse at the eastern end of Long Island, New York, that guided her seafaring father home from whaling voyages. Crowning Montauk's roof is a "widow's walk" like those used by the waiting wives of captains to watch for a ship. On the 46-acre grounds are statues of Civil War heroes. The barn, workshop, creamery, laundry, well house and ice house have also been restored. Two other state historic sites, administered by the State Historical Society of Iowa, are located in Clermont. These are: The Union Sunday School Built in 1858 it houses the largest Kimball pipe organ existing in the United States. The organ, a gift from Larrabee, was built in 1896 and was completely restored in 1980. Annual organ concerts are held in the church. Clermont Museum Originally a school that Larrabee built in 1912, it featured an innovative second-floor museum. In 1970 Larrabee's granddaughter, Julia Allen, moved the museum to its current location in the former Clermont State Bank building. Collections on display include china, crystal, coins, fossils, and seashells, plus Native American artifacts. Montauk and the Union Sunday School are both on the National Register of Historic Places.

Bibliography Christian, Rebecca. "Iowa's Outspoken Crusader for Reform." The Iowan (Winter 1983-84). Clermont Historical Society. Historic Clermont. 1968. Cole, Cyrenus. A History of the People of Iowa. Cedar Rapids: Torch Press, 1921. Cole, Cyrenus. Iowa Through the Years. State Historical Society of Iowa, 1940. The Iowan. "Montauk: Baronial Splendor at Clermont." (Winter 1983-84). Shaffer, James. "Historic Montauk" The Iowan (Winter 1967-68). Swisher, Joseph A, Iowa: Land of Many Mills. State Historical Society of Iowa, 1940. Whye, Mike. "Montauk: Governor Larrabee's Iowa Lighthouse." Home and Away (July-August 1985).

For more information about this and other historic sites, please write or call Sites Coordinator, State Historical Society of Iowa, 600 East Locust, Des Moines, Iowa 50319, 515-281-7650.

1990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY 465 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KM-1%4-TV (DES MOINES), KCRG-TV (CEDAR RAPIDS). THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

THE STEAMBOAT BERTRAND

The Bertrand was built in Wheeling, West Virginia, in 1864 at a cost of approximately $65,000. The steamboat, which measured 161 feet from prow to stern, was 40 feet wide and weighed 215 tons. The Bertrand was an upper Ohio class sternwheeler of the mountain packet type, designed for navigating the shallow waters of the upper Missouri River. The Bertrand sank on its maiden voyage from St. Louis to Fort Benton in the Montana territory. Part of the steamboat's structure and some of its cargo were recovered soon after the sinking. The 4 1 /2 foot-deep hold of the Bertrand hull was crammed when it left St. Louis. The cargo included: 450 steel flasks of mercury (weighing 176 pounds each) about $4,000 in gold and silver coins, and possibly 5,000 gallons of whiskey and other consumer goods destined for Montana merchants. The value of the lost mercury alone at today's prices would be about $250,000. The hull of the Bertrand was covered with 30 feet of sand. Among the items found in the cargo were glassware, lanterns, matches, gunpowder, picks, shovels, axes, plows, stoneware crockery, Howitzer shells, miners' hats and boots, men's clothing, baby shoes, toys, canned peaches, cherries, peanuts, and almonds. It took more than four years to clean, study, and catalog the more than 2 million artifacts that were recovered. The stored artifacts take up almost 100,000 cubic feet in the DeSoto Bend Visitor Center, located near the Missouri River in Harrison County. Parts of the steamboat are on display in the Cargo Gallery of the Visitors Center. Before the Bertrand was discovered, little technical data and only a few artifacts existed from America's 19th-century river transportation era. The Bertrand was placed on the National Register of Historic Places on March 14,1969.

Bibliography Chicoine, B. Paul. "A Dazzling Showplace for a Steamboat's Treasures." The Iowan 31 (Winter 1982): 36-41.

Iowa Department of Public Instruction. Pratt, LeRoy G. Discovering Historic Iowa. 1975.

Montgomery, Alan L. "Missouri River Time Capsule: The Steamship Bertrand and the Western River Trade." Gateway Heritage 4 (Spring 1984): 30-41.

Petsche, Jerome E. "Uncovering the Steamboat Bertrand." Nebraska History 51 (Spring 1970): 1-16.

Publications of the U.S. Department of the Interior, National Park Service: Bertrand. 1987 [Brochure]. DeSoto National Wildlife Refuge. 1988 [Brochure]. Petsche, Jerome E. The Steamboat Bertrand. Publications in Archeology 11. 1974. Switzer, Ronald R. The Bertrand Bottles: A Study of 19th Century Glass and Ceramic Containers. 1974. Whye, Mike. "DeSoto National Wildlife Refuge Showcases Steamboat's Treasures." Home and Away 6 (September/October 1985): 16H-16I, 16P.

466 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES), KCRG-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, Be THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

TERRACE HILL DES MOINES, IOWA

History Terrace Hill began as the dream house of Des Moines banker and investor Benjamin Franklin Allen. Allen came to Fort Des Moines in 1848, and by 1866 he was wealthy enough to build a mansion for his family on the west side of the Des Moines River. He hired the well-known Chicago architect, William W. Boyington, to design the house, and a landscape gardener from Buckingham Palace to design the lawn. The cost of building and furnishing Terrace Hill was at least $250,000. Today, that cost would be several million dollars.

In 1868 Terrace Hill was completed and the Allen family moved in. Early the next year the Aliens held a housewarming party, described then as "the most elaborate bash in the State's history." The party cost over $10,000 and was attended by many of Iowa's and America's wealthiest and most influential people. A reporter noted that the guests "dined on oysters, boned turkey in jelly, two twenty-five pound fruitcakes and ice cream sculpted into likenesses of George Washington."

The Allen family did not stay long at Terrace Hill. In 1875 Allen's business ventures failed and he went bankrupt. In 1884, Frederick M. Hubbell bought Terrace Hill for only $55,000. Hubbell became one of Iowa's richest men, making his fortune in life insurance, railroads, and land investments.

The Hubbell family lived in the house for 73 years. During that time such modern conveniences as electricity and a swimming pool were added to the mansion. But by 1957 the huge mansion was considered impractical for private use and the last Hubbell moved out.

Terrace Hill stood empty for over 14 years. In 1971 the Hubbell family donated the mansion to the State of Iowa to be kept as a monument to the people and times that created it. Throughout the 1970s admirers of Terrace Hill, including the Terrace Hill Society, worked hard to raise money for its renovation. In 1976 the third floor was converted into a private residence for the governor's family. Meanwhile, renovation of the rest of the mansion continued. Great care was taken to give the home a late-19th-century appearance. In 1978 the restoration of the first floor was completed and the home was opened to the public for tours.

Architecture of Terrace Hill Terrace Hill is recognized as one of the country's best examples of the Americanized Italian, or Second Empire, style. The mansard roof, the tower on the north front, the elaborately carved mouldings on the windows, and the bracketed balconies and canopies are among the typical elements of this style that adorn Terrace Hill. Bibliography

Carlson, Victoria. "Terrace Hill." The Goldfinch 10 (November 1988): 10. Goettsch, Scherrie, and Weinberg, Steve. Terrace Hill: The Story of a House and the People Who Touched It. Des Moines: Wallace-Homestead Book Co., 1978. Terrace Hill: The Home of Iowa's Governor. Des Moines: The Iowan Magazine, 1973. [22-page pamphlet]. Witt, Bill. "Terrace Hill: Proud Treasure for the People." Iowan 28 (Winter 1979): 2-23.

© 1990 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES), KCRG-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

THE WOMEN'S ARMY CORPS AT FORT DES MOINES

One of the most unique and significant contributions to the war effort in World War II in Iowa was the establishment of the WAC training center at Fort Des Moines. This was the first time that the U.S. armed services allowed women to join.

During World War II, thousands of women enjoyed new opportunities to obtain jobs not available before. Like private industry, the military was shorthanded and decided to allow women to join the service to fill a number of noncombat roles, thereby freeing more men for combat and other jobs then considered unsuitable for women. In 1942, 6 months after Pearl Harbor, the Women's Auxiliary Corps which became the Women's Auxiliary Army Corps (WACs) in 1943 was established by Congress. Fort Des Moines was chosen as the first site for training. Military planners felt that the old cavalry post could quickly handle expansion to hold 5,000 people. Besides, converting the stables into barracks for the WACs would be easy! Des Moines was also picked because planners felt it would present no significant race problems in a segregated military. Black women did join the WACs; for a while, they had separate barracks and service clubs. The army also took over the Hotel Savery in downtown Des Moines to handle the overflow of personnel coming into Des Moines. WACs liked to relax at Babe's restaurant. The army built 173 buildings to house about 6,000 women and staff. The officers were trained at first by men, and later by women. Women trained for a variety of jobs. Of the 600 military occupations at the time, women were deemed qualified to learn some 400 jobs. The most common jobs were: cooks; radio operators; supply positions; military police; driving and maintaining vehicles; and clerical, personnel, and administrative positions. When the first women recruits arrived in Des Moines in the summer of 1942, the national press was on hand to record the historic event. The army was determined to show that WAC training was serious business. The press and public, however, were curious about such frivolous matters as the color of WACs' underwear (it was olive drab). Warner Brothers shot a film at Fort Des Moines called "Women At War." Fort Des Moines acquired several nicknames, including WAC Island, West Point for Women, and Petticoat Corps. 65,000 women trained there. Other WAC training bases later opened in Florida and Georgia. The WACs published a newsletter, WAC NEWS, to boost morale and aid recruiting. They also had two bands. One was designed to help in recruiting, and toured nationally with such big bands as Tommy Dorsey's. Another band was used for formal ceremonies, such as playing before visiting dignitaries. Only a handful of the buildings used during the WAC days still stand today. The WAC experiment (WAVES were navy personnel who trained elsewhere) was a success. Many WACs were shipped overseas; some staffed General Eisenhower's headquarters during the North Africa campaign. Other WACs were transferred to numerous outposts and forts in the U.S. Observers concluded that WACs served effectively and made a significant contribution to the American war effort. The WAC does not exist today because women are fully integrated, in noncombatant roles, into the military.

Bibliography

Des Moines Register files. Green, Anne Bosanko. "Private Bosanko Goes to Basic: A Minnesota Woman in World War II." Minnesota History, Fall 1989. "No Greater Heritage." U.S. Army [Film]. United States government publications: WAC Handbook,1944. Women's Army Corps, 1953. WAC News newsletters.

468 "IOWA HISTORICAL MOMEN'TS''

FACT SHEETS

VOLUME 2

CONTENTS

Annie Turner Wittenmyer Brucemore Catalog Houses The Cherry Sisters Dow House Eskimo Pie Fenelon Place Elevator Henry Field & Radio Station KFNF; Earl May & Radio Station KMA General Grenville Dodge Glenn Miller Iowa Caucuses Iowa's Boundaries John L. Lewis Laura Ingalls Wilder Park & Museum Little Brown Church in the Vale The Loess Hills Lost Creek Mining Disaster The Mormon Trail in Iowa Old Capitol The Underground Railroad in Iowa

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ANNIE TURNER WITTENMYER

The Civil War work of Annie Wittenmyer showed women that their contributions on the homefront were essential to the welfare of soldiers and their families. Keokuk, Iowa, where Wittenmyer lived, was a departure point for many Iowa troops heading down the river to fight. Realizing that soldiers would need food, clothing, and bandages, Wittenmyer quickly became involved in the Keokuk Soldiers' Aid Society. As executive secretary, she toured western camps and military hospitals to find out what soldiers needed. She mobilized soldiers' aid societies across Iowa to provide supplies, and forwarded massive shipments to the soldiers. In hospitals on the front, she saw firsthand the horrors of war and was dismayed by the appalling conditions. "It was an inside view of a hospital that made me hate war as I had never known how to hate it before," Wittenmyer wrote. She worked to have women nurses assigned to each Iowa regiment. She herself cared for soldiers under fire. In October 1862 Iowa governor Samuel J. Kirkwood appointed Wittenmyer the first State Sanitary Agent. In this role she continued to distribute supplies, as well as arrange furloughs and discharges for wounded or disabled soldiers and correspond with their families. Dying soldiers asked her to care for their children, and so she pushed to establish orphanages. Funds poured in from across Iowa. In 1864 the first orphanage opened in Farmington, near Keokuk. By late 1865, the abandoned barracks of Camp Kinsman in Davenport had been turned into the Iowa Soldiers' Orphans' Home (in 1949 the Iowa legislature renamed it the Iowa Annie Wittenmyer Home). Finding her own brother ill with typhoid fever and dysentery in a military hospital, Wittenmyerwas shocked to see him offered strong coffee, fried fat bacon, and bread common enough fare for troops, but inappropriate for wounded or ailing soldiers. She established dietary kitchens in military hospitals to provide healthier food.

Her work to help troops and families during the Civil War showed women that their workwas essential to the nation. Her leadership in other reform issues temperance, nurses' pensions, relief work established a public role model for women.

OTHER FACTS:

Annie Turner was born August 26,1827, in Sandy Springs, Adams County, Ohio. She married Wil- liam Wittenmyer in 1847. In 1850 they moved to Keokuk, Iowa. Four of their five children died in infancy. Only Charles Albert survived. William Wittenmyer died shortly before the Civil War. In Keokuk in the 1850s, Annie Wittenmyer started a school for poor children. She organized local women to wash and clothe the children and found a benefactor to provide books. She also established a Sunday School, which evolved into Chatham Square Episcopal Methodist Church of Keokuk. Wittenmyer was the first president of the National Woman's Christian Temperance Union from 1874 to 1879, a period of substantial growth in the WCTU movement. In the 1880s she wrote widely for national publications. In 1889 she served as national president of the Woman's Relief Corps, the woman's auxiliary of the Grand Army to the Republic (GAR), and helped establish and direct homes for former nurses and veterans' widows and mothers. In 1892 she won a long fight for government pensions for former army nurses. Wittenmyer died February 2,1900, at the age of 72. She is buried in Saratoga, Pennsylvania.

Bibliography

Carlson, Victoria. "Annie Wittenmyer." The Goldfinch (November 1987). Gallaher, Ruth A. "Annie Turner Wittenmyer." The Palimpsest (April 1957). "Iowa's Orphan Annie?" The Goldfinch (November 1990). "Mrs. Annie Wittenmyer." The Annals of Iowa (January 1900). Riley, Glenda. "Annie Turner Wittenmyer: Reformer." Iowa Woman (September 1986). Wittenmyer, Annie. Under the Guns: A Woman's Reminiscences of the Civil War. Boston: E.B.StillingsSz Co., 1895.

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BRUCEMORE (THE SINCLAIR/DOUGLAS/HALL MANSION) CEDAR RAPIDS, IOWA

Three important Cedar Rapids families have made their home in this mansion since its construction in 1885. At that time, Cedar Rapids had a population of less than 15,000, and the 11-acre estate was well outside the city limits. The legacy of these prominent families gives us insight into the important part industry played in the growth of the community.

The first inhabitants were the T.M. (Thomas McElderry) Sinclair faniily, who came to Cedar Rapids in the early 1870s. Mr. Sinclair founded the Sinclair Meat Packing Plant, one of the city's early, successful industries. After his death, Caroline Sinclair commissioned the architectural firm of Josselyn and Taylor to design what the local newspaper called, "the finest residence this side of Chicago."

The materials of the house are smooth red brick, dressed stone foundation and trim combined with a steep and multi-gabled slate roof and decorative shingles on the upper walls. The interior featured an asymmetrical plan with fireplaces in almost every room, stained glass, bedrooms on the second floor, and many porches and balconies reached through windows with sills at floor level. The mansion was heated by steam and lighted by gas. Surrounding the house were a barn for animals and carriages, an orchard, and a large vegetable garden. Caroline Sinclair and her six children lived here until 1906, when she traded "the House on the Boulevard" to George and Irene Douglas for their home at 800 Second Avenue.

The Douglas family also gained wealth from industry in their case it was cereal processing and starch manufacturing. They called the home "Brucemore," combining George's middle name with a word that referred to the Scottish Highlands. Within a year of their ownership, they added to the acreage and began extensive changes to the property, inside and out. The new terrace and porches allowed sweeping views of the expanded grounds. Inside, the Douglases first added butternut paneling and wood-beamed ceilings. Brucemore changed to reflect the family's personal interests. Among their later additions were a greenhouse, an organ, a carriage house, a squash court, a duck pond, a swimming pool, and a mural commissioned for the Great Hall. George died in 1923; Irene in 1937, after which their eldest daughter, Margaret Douglas Hall, inherited Brucemore.

When Margaret Douglas married Howard Hall in 1924, he had already served as president of Iowa Steel and Iron Works, and established Iowa Manufacturing Company. After they moved into the mansion in 1937, they sold 19 acres, keeping the 26 acres that remain today. The Halls were frequent hosts to locally and nationally prominent guests, including Herbert Hoover and Harry Truman (on the dedication of the Hoover Presidential Library).

Margaret Hall died in 1981. She had bequeathed Brucemore to the National Trust for Historic Preservation, for use as a public historic site and a community cultural center. Brucemore is the only National Trust property in Iowa, and one of less than two dozen historically and architecturally significant properties owned in America by the National Trust. The magnificent Brucemore is a national treasure open for tours, fairs, garden walks, Christmas celebrations, and fine arts performances. Call ahead for details on hours and special events: 319-362-7375.

411 OTHER FACTS

The Sinclair house was built on "the Boulevard" the road between Cedar Rapids and Marion. Designed in the popular Queen Anne style, the mansion cost $55,000 to build, 10 to 20 times the cost of a Queen Anne-style house built for a middle-dass family of the same era. The Hall's pet lion, "Leo," which once roamed the grounds, now serves as the symbol of the estate. Caroline Sinclair, George and Irene Douglas, and Howard and Margaret Hall all were prominent members of their generations in Cedar Rapids, which benefited from their donations and philan- thropic endeavors. Among the institutions they contributed to were Coe College, the YMCA, Saint Luke's Hospital, the White Cross, the Art Association, and Camp Good Health.

Bibliography

Art Work of Linn County, Iowa. Oshkosh, Wisconsin: Art Photogravure Co. 1899. [Photograph of house in 1886]. Brucemore, Inc. Architectural drawings: Residence of George B. Douglas. Cedar Rapid's, November 1919. Brucemore, Inc. "Brucemore" brochure. Text by Elinor Day & Associates. Cedar Rapids, 1988. Brucemore, Inc. Newspaper Clipping File. Cedar Rapids. Dumbaugh, Janet Lyn. "An Oral History Relating to the Appearance and Use of Brucemore, 1906- 1981." Unpublished masters thesis. Iowa City: University of Iowa. August 1984. Gazette [Cedar Rapids]. June 22,1885, p. 2; December 24, 1885, p. 9; October 16, 1906. National Register of Historic Places in Iowa. Iowa City: Iowa State Historical Department, 1981. Williamson, Ellen [Douglas]. When We Went First Class. New York: Doubleday & Company, Inc., 1977. [Relates several items about Brucemore and the Douglas family].

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CATALOG HOUSES HOUSES BY MAIL FROM 1900 THROUGH THE 1930s

Of the 12 or so firms that provided houses by mail order in the first three decades of the 20th century, the Gordon-Van Tine Company of Davenport was one of the most important, especially here in Iowa. The firm had factories in St. Louis, Washington, and Mississippi, as well as Davenport. Another Iowa- based-firm, the Curtis Companies, was located in Clinton. Beginning in the late 1800s, the Curtis Com- panies provided "Better Built Homes," along with their millwork catalogs. But it was Sears, Roebuck & Company that was the largest seller of mail-order houses.

Sears offered three categories of houses. "Honor Built" had the finest quality of construction. All the framing lumber was cut to the correct length and numbered at the factory, then shipped to the site. Included with the shipment were detailed drawings and instructions that gave advice on plastering and the installation of heating, plumbing, and electrical systems. The other houses were the "Standard Built" (the lumber was not pre-cut at the factory) and the "Simplex Sectional Cottage" (which had a lighter frame and was designed for use as a summer house.)

One example of a Sears mail-order house was the "Concord." A one and one-half story house, it was offered for sale from 1911 to 1922, and varied in price from $815 to $2,546. One of these houses is located near Bussey, Iowa, and is listed on the National Register of Historic Places.

TIME LINE

1895-1910 Catalog houses become available from Hodgson Company, Aladdin Homes, and Montgomery Ward. 1908 Sears, Roebuck & Co. issue the "Book of Modern Homes and Building Plans" featuring 22 styles in 44 pages, with prices from $650 to $2,500. 1924 Sears has sold more than 30,000 houses by mail. 1929 Sears introduces an interior design coordinator. 1930 Sears has sold 49,000 catalog houses. 1940 Sears dissolves the Modern Home Departmentbut more than 100,000 people call their Sears catalog house "home."

Bibliography

Aladdin (Bay City, Michigan) house design catalogs. Various titles: 1915, 1917, 1920, 1925, 1927. Della Grizell Collection, Ms. 175, State Historical Society of Iowa, Iowa City. Curtis Companies. Better Built Homes . Volume 17. 2nd edition. Clinton, Iowa: Curtis Companies, 1923. Volumes 12, 16, 18 located at State Historical Society of Iowa library, Iowa City. Emmett, Boris, and John E. Jueck. Catalogues and Counters: A History of Sears, Roebuck and Company. Chicago: University of Chicago Press, 1950. Evans, Cheryl Decosta. "Ready-Mades: A Unique Form of Vernacular Housing." State Historical Society of Iowa. The Bracket (Summer 1984) 4-9. Gordon-Van Tine Company (Davenport, Iowa) house design catalogs. Various titles: 1911, 1923, 1932, 1935 (others may be available). Montgomery Ward and Co. Wardway Homes. Chicago: Montgomery Ward and Co., 1922. (Available at the State Historical Society of Iowa library, Iowa City). Stevenson, Katherine Cole, and H. Ward Jandl. Houses by Mail: A Guide to Houses from Sears, Roebuck and Company, Washington, D.C.: The Preservation Press, 1986.

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THE CHERRY SISTERS

One of the least talented, but most popular vaudeville acts in history was the Cherry Sisters from Marion, Iowa. Born in the mid-19th century, they were left to manage their farm after their father's death in the 1880s. So, having always enjoyed performing, Ella, Elizabeth, Addie, Effie, and Jessie decided to attempt a career in vaudeville.

Their first show, in 1893, was performed by Ella, Jessie, and Effie. It was a big success with the crowd, which consisted mostly of friends and neighbors from Marion. Their next performance, however, didn't fare so well. A Cedar Rapids Gazette review of their performance at Greene's Opera House was so negative that the sisters demanded a retraction. Addie even charged editor Fred B. Davis with libel.

At the suggestion of legal authorities, the Gazette and the sisters decided to use their next performance as a trial. The show was a great success for the sisters and the editor was found guilty. As punishment, Davis was sentenced to take care of the sisters' livestock while they were on tour and to marry the first sister who would accept his proposal of marriage. None of the sisters were apparently interested in marrying Davis, but the sisters as well as the Gazette received much publicity across Iowa because of the affair.

The next appearance of the Cherry Sisters was a momentous one. It took place in Davenport and featured two of the sisters. Instead of showering the Cherry Sisters with cheers and applause for the show, the audience hurled rocks, fruits, and vegetables at them. A tradition was born.

A performance in Dubuque one week later got out of hand. Someone in the audience sprayed a fire extinguisher into one sister's face, and a young boy who went on stage to try to calm the crowd was hit by an old wash boiler. As the sisters left the scene, their carriage was bombarded with eggs and rocks. A marshall and nine police officers hired to maintain order did nothing. The sisters' sued once again, but this time were unsuccessful. An investigation found the police innocent of negligence.

Undaunted, the Cherry Sisters continued to perform throughout Iowa, and also in Kansas and Illinois. In 1896, Oscar Hammerstein signed the Cherry Sisters to a contract and booked them in the Olympia Theater in New York City. They received terrible reviews, but audiences packed the theater for six weeks to throw rotten vegetables at the sisters. Their performances helped bring Hammerstein out of debt.

In 1898, the sisters made legal history when they charged the Des Moines Leader with libel for a review that it reprinted. The Iowa Supreme Court ruled that an editor can print any review that is not written in malice. After the sisters' retirement, they opened a bakery in Cedar Rapids, specializing in cherry pies. Effie ran for mayor of Cedar Rapids in 1924 and again in 1926, receiving about eight percent of the vote in her first bid and five percent in the second campaign.

In 1935, Effie and Addie attempted one of their many comebacks, performing in New York City in front of a audience that included two other female comedians (who, unlike the sisters, possessed talent) Gracie Allen and Tallulah Bankhead.

Bibliography

Brown, Don Doyle. Tell a Tale of Iowa. Des Moines: Wallace-Homestead Co. p. 140-143. Fuller, Steven J. "The Cherry Sisters." Palimpsest 60 (July/August 1979): 121-129. Langford, Norma Jane. "Cherries Ripe, Cherries red." Iowan 18 (Fall 1969): 8-11, 49-50. Gartner, Michael. "Fair Comment." American Heritage 33 (October-November 1982): 28-31. Nattrass Hanft, Ethel W. Remarkable Iowa Women. Muscatine, Iowa: River Bend Publishing. p. 36-40.

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Dow HOUSE

Located in Dow City, Crawford County, the Dow House survives as an example of how a well-to-do family lived in Iowa in the late-19th century. More ornate than the ordinary farm house, it was completed in 1874. Simeon E. Dow, an early entrepreneur in the county, situated his house on a hill to command an impressive view of the Boyer River valley.

The house was designed by a local builder, Lew Sewell, who also oversaw the construction. The house, built in a modified Italianate architectural style, cost nearly $11,000 to build more than five times what most area homes cost in that era. The Dow House is unusual in that the floor plans on all three levels are identical, and all the walls are three bricks wide with no main wood partitions. The brick for these 12-inch thick walls was fired just south of the homestead.

The,Dow House became a haven for many travelers for food and a fresh horse. It was also the scene of many social and business activities. But in the early 1890s, Dows suffered serious financial losses, from which the family never fully recovered. In 1902, the family sold their home to George Crandall and moved into town. Crandall's heirs owned the home until 1923. After passing through various hands, the house was leased to the Crawford County Historical Society in 1970. Two years later it was added to the list of properties on the National Register of Historic Places.

OTHER FACTS

At the center of the arch over both the first- and second-floor front doors, were ornamental keystones with carved roses. The keystone on the second floor is still in place. The one over the first floor door was moved because it interfered with the design of the front porch, which was added later. The removed keystone was placed in a basement room, which gave rise to the local folklore that it's an "In- dian gravestone."

Simeon Dow moved to Crawford County in 1855 and bought a farm in Union Township that consisted of 2,600 acres. He was also postmaster, county probate judge, county treasurer, and operated a hardware store, a lumber yard, a grain elevator, and a cheese factory.

Bibliography

Crawford County, Iowa History. (Volume I): 12,14, 15. Denison: Crawford County Historical Society, 1982. Gildner, Judith. "The Simeon E. Dow House: A National Historic Place." Annals of Iowa 41 (Winter 1973): 1197-1204. Illustrations. A History of Crawford County, Iowa. 199-200. Dallas, Texas: Curtis Media Corporation, 1987. History of Crawford County, Iowa. (Volume II): 62-65 (includes portraits). Chicago: S.J. Clarke Publishing Company, 1911. Niles, C. J. and Debbie Felton. "He Promised Her a Mansion." Iowan 34 (Winter 1985): 52-57. Illustrations.

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ESKIMO PIE A FAMOUS IOWA -MADE PRODUCT

Marco Polo introduced ice cream to Europe in the 1300s. The sweet treat was first sold commercially in 1851. And in 1920 the Eskimo Pie was born in Iowa. It was the first innovation in ice cream since the ice cream cone was invented in 1903.

Onawa, Iowa, ice cream vendor Christian Nelson created the Eskimo Pie. A child who wanted both an ice cream sandwich and a chocolate bar inspired Nelson's idea of freezing a coating of chocolate around a slice of ice cream. After much trial and error, he found just the right mixture of chocolate and cocoa butter that would stick to the ice cream.

He called his creation an "I-Scream-Bar." He got it patented, and then teamed up with Omaha confectioner Russell Stover to produce what they began to call the Eskimo Pie.

They first tested their new product in Des Moines and Chicago. Soon, millions of people from Califor- nia to New York fell in love with the Eskimo Pie. It became a national sensation along with flappers and flivvers. And its influence spread even farther: so strong was the demand for the Eskimo Pie, that it helped lift cocoa- and chocolate-producing countries out of a depression. Not bad for a simple idea from a creative Iowan.

OTHER FACTS

The Eskimo Pie was an overnight sensation. At the height of its popularity, more than 1 million sold daily.

Christian Nelson also developed an insulated jug for selling Eskimo Pies at newsstands and by street vendors.

In 1924, Nelson sold the Eskimo Pie Corporation (which became a subsidiary of the Reynolds Foil Company) but he remained a principal stockholder.

Bibliography

Carey, Steven. Invention Book.184-187. New York Workman Publishing. Goodrum, Charles, and Helen Dalrymple. Advertising in America: The First 200 Years. NewYork Harry N. Abrams, Inc., 1990. "He Makes Kids Scream for More Ice Cream." Unpublished manuscript. Eskimo Pie Corporation.

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FENELON PLACE ELEVATOR

The Fenelon Place elevator has been plagued by fires throughout its history especially in the early years-when a coal-powered steam boiler provided the motive power for the line.

Builder A.J. Graves, who initiated the railway as a personal convenience, assigned to his gardener the task of caring for the boiler. Unused to this task, one night in 1884 the gardener banked the fire too high and the boiler house, engine, upper station, and hemp cables all were destroyed before horse-drawn fire engines could struggle up the bluff. Graves soon rebuilt the line with the original track and cars.

In 1892 another fire destroyed much of the line. The culprit this time was the police officer who interrupted his evening beat to stoke the boiler. Graves had installed one of Dubuque's first telephones in the station and one evening the officer received a call and became so excited he left the draft wide open. Financial reverses prevented Graves from rebuilding the line on this occasion. Ten neighbors interested in preserving the convenience each invested $250 to rebuild the railway. The new owners replaced the steam engine with one of Thomas Edison's first electric streetcar motors and also installed steel cables.

Despite the conversion to electricity, fire menaced the elevator once more in 1923 when lightening struck the power line. The station caught fire but Dubuque's modern mechanized fire equipment arrived in time to save the building.

Bibliography

"Dubuque the Key City of Iowa." Palimpsest 45 (1964):345.

Everett, Glenn D. "Dubuque's LiftStill a Nickel a Ride." Iowan 6 (1958): 16.

Nash, Ruth. "Dubuque: Building on a Proud Tradition." Iowan 27 (Summer 1979):4-19.

Walking Tour to Points of Interest in Historic South Dubuque. Dubuque County Historical Society, 1983.

Wilkie, William. Dubuque on the Mississippi. Loras College Press, 1987.

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HENRY FIELD & RADIO STATION KFNF EARL MAY & RADIO STATION KMA SHENANDOAH, IOWA

Shenandoah, Iowa, was home to two men born in the nineteenth century whowere both pioneers in radio, and also founders of seed companies which still flourish today.

HENRY FIELD

Born in 1871 near Shenandoah, Henry Field heard his calling at a very youngage. When he was five years old, he became fascinated with a seed catalog from the James Wick Seed Company; that same year he made his first sale of flower seed to a neighbor.

In 1899 he started his own seed company, working out of his house and barn. Threeyears later Field borrowed $500 to build a seedhouse for his growing business. By 1907 he had grossed $63,000 andwas able to incorporate the company.

The first issue of his publication, Seed Sense, appeared in 1912. Intended for "the man behind the hoe," it was part almanac, part seed catalog.

By the 1920s Henry was past 50 and looking forward to retirement, when he discovered radio. In 1923, an Omaha station, WOW, asked Field and two dozen of his employees (who became known as the "Seedhouse Folk") to provide an evening of entertainment. It consisted of three hours of old-time music hymns and folk music played on banjos, fiddles, and guitars. The response was so overwhelming Henry received some 5,000 fan lettersthat he applied for an operating license, and with the help of friends he built a 500-watt station. KFNF the "Friendly Farmer Station" was born.

People all across Iowa and the Midwest tuned in. On his popular afternoon program he chatted informally about whatever was on his mind what he'd had for lunch, his wife's recipes, his philosophies on farming, or advice on tending trees, flowers, and vegetables. Other programs featured gospel singing, barn dances, morning prayer services, and a variety of downhome musical performances. In 1925 Field placed second in a national poll by Radio Digest to determine 'The World's Most Popular An- nouncer." In 1930 readers of that magazine voted his station the most popular in the Midwest.

Henry was one of the first broadcasters to use radio for advertising. People so believed in him that they would buy anything he promoted. Despite this great success, the Field Companywas hit hard by the Great Depression. Field was forced to sell to outside interests.

In 1938, when he was 67, he retired from managing the Henry Field Seed and Nursery Company, then the largest retail mail-order seed and nursery firm in the United States. Though officially retired, Henry remained president of the company and also continued his radio programs, even after 1948, when he sold his radio station. Henry Field died on October 17, 1949, at the age of 77.

EARL MAY

Earl May was born in 1888 in Hayes Center, Nebraska. His introduction to the seed businesscame in 1911 (while he was a student at the University of Michigan Law School), when he took a summer job in sales for the D. M. Ferry Seed Company.

In 1915 he married a college classmate, Shenandoah native Gertrude Welch, whose father owneda

4 73 nursery where Earl worked after his marriage. Four years later, with the financial backing of his father- in-law, he started the May Seed and Nursery Company in a ramshackle building with two employees.

Noting the success of Henry Field's KFNF, May founded his own station, KMA, in 1925. To set his station apart, May came up with several innovative programs. These included an audience participation program, early morning programming for farmers (beginning at 5:30 a.m.), and regular news broadcasts based on wire services reports.

May also established a magazine touting his enterprises. The KMA Guide kept its listeners abreast of the station's activities, and included a feature called "A Chat With Earl May."

KMA managed to weather the hard times of the Depression, but World War II brought some changes. For example, the station. took on a decidedly female sound as many of the male announcers enlisted or were drafted for service.

On December 19, 1946, Earl May died. He was 58. His son, Edward, has carried on and expanded the family business. Earl May Seed Company and radio station KMA remain a living legacy to their founder.

OTHER FAC15

The advent of radio and the automobile helped to ease the isolation of rural America. Radio pioneers like Field and May used this to their advantage.

In the 1920s both KMA and KFNF hosted week-long programs of special events and free food festivals called the Radio Jubilee. The event in 1928 attracted 100,000 visitors to Shenandoah and the KMA studios. The rationing of gasoline and tires during World War II ended the jubilees.

Bibliography

Beaver, Ninette, and Bill Tombrink. Behind the Mike With Earl May: The Story of a Broadcasting Pioneer. Shenandoah: May Seed & Nursery Co., 1976. Behind the 'Mike' with KMA. 6th ed. Shenandoah, Iowa: Earl E. May Seed & Nursery Co., 1928. Birkby, Robert. KMA Radio: The First Sixty Years. Shenandoah: May Broadcasting Co., 1985. Birkby, Robert, and Janice Nahra Friedel. "Henry, Himself." Palimpsest 64 (September/October 1983): 150-169. Friedel, Janice Nahra. "Manuscript Collections: The Henry Field Collection at the State Historical Socety of Iowa." Annals of Iowa 48 (Summer/Fall 1986): 304-313. Heise, Marjorie Ross. "Two Friendly Farmer Stations." Iowa Journal of History and Politics 42 (October 1944): 405-419.

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GENERAL GRENVILLE DODGE

Grenville M. Dodge was born in Danvers, Massachusetts, in 1831. He attended several military schools in his teens, completing his education at Norwich Academy in Vermont. Like many who attended such academies, Dodge received training in engineering.

In the early 1850s when the Mississippi and Missouri Railroad crossed Iowa, Dodge took a position as a surveyor. He was so impressed with the Council Bluffs area upon his arrival in 1853, that he wrote other family members to join him. He engaged in several business ventures, including banking.

With the outbreak of Civil War, Governor Samuel J. Kirkwood commissioned Dodge to raise a unit of men from around Council Bluffs. He was appointed colonel of the 4th Iowa Volunteer Infantry Regi- ment and was sent to Missouri, where he saw service at Pea Ridge, and later, Cornith, Mississippi, and the Battle of Atlanta.

During the war, Dodge was noted for his skill in maintaining vital rail and supply lines for Union forces. He also established a network of spies to gather information from southern forces. During his military career he received several promotions, the esteem of his fellow generals, and wounds from a confederate sharpshooter in Atlanta.

After the war, Dodge embarked on one of the most important projects of his life: he was appointed chief construction engineer of the Union Pacific Railroad. In 1869 he witnessed the uniting of the continent when the "Golden Spike" was driven at Promontory Point, Utah, marking the union of the Central Pacific Railroad (originating in California) and the Union Pacific Railroad (originating in Omaha).

That same year Dodge returned to Council Bluffs and built a magnificent house overlooking the city and the eastern terminus of the railroad he helped build. He continued an active family life, laced with social, business, and political projects. Dodge counted many great Americans among his friends, including Abraham Lincoln, Ulysses S. Grant, and mountain man and scout, Jim Bridger,

Dodge died in 1916. In 1965, his home was declared a National Historic Landmark, and is open year- round for public tours.

Bibliography

Granger, John T. A Brief Biographical Sketch of the Life of Major-General Grenville M. Dodge. New York: Arno Press, 1981. Reprint of 1893 edition. Hirschon, Stanley P. Grenville M. Dodge: Soldier, Politician, Railroad Pioneer. Bloomington: Indiana University Press, 1967. Klein, Maury. Union Pacific: The Birth of a Railroad 1862-1893. Garden City, New York: Doubleday and Co., Inc., 1987. Leopold, Allison. Victorian Splendor. New York: Stewart, Tabori & Chang. Mauck, Genevieve Powlison. "Grenville Mellen Dodge, Soldier-Engineer." Palimpsest 47 (1966): 433-75. Perkins, Jacob R. Trails, Rails and War: The Life of General G. M. Dodge. New York: Arno Press, 1981. Reprint of 1929 edition. Petersen, William J. "As Others Viewed Him." Palimpsest 47 (1966): 476-80. Peterson, Richard W. Grenville M. Dodge Remembered. A Dodge House Booklet, 1990.

General Dodge wrote several books, including: How We Built the Union Pacific and Other Railway Papers and Addresses; The Battle of Atlanta and Other Campaign Addresses; Personal Recollections of President Abraham Lincoln, General Ulysses S. Grant and General William T. Sherman; and Biographical Sketch of James Bridger, Mountaineer, Trapper and Guide.

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GLENN MILLER

Glenn Miller and His Orchestra was the most popular band the world has ever heard. Miller was born in 1904 in Clarinda, but left the state in 1909 at the age of 5. After more than a decade playing trombone and arranging for various big bands, he formed his own band in 1937. He disbanded it in 1942, at the peak of its popularity, to accept a commission in the U.S. Army. His Army Air Force Band boosted the morale of U.S. troops wherever it played. On December 15, 1944, he boarded a plane in England to prepare for the band to entertain the troops in France. The plane never arrived. Miller was dead at the age of 40.

OTHER FACTS

In 1940 Glenn Miller and His Orchestra recorded 45 top-selling songs, more than Elvis Presley or the Beatles ever turned out in a single year.

A partial list of hits by Glenn Miller and His Orchestra: In the Mood, Chattanooga Choo Choo, One O'Clock Jump, I've Got a Gal in Kalamazoo, Juke Box Saturday Night, String of Pearls, Sunrise Ser- enade, American Patrol.

His theme song: Moonlight Serenade.

"Chattanooga Choo Choo" was the first million-seller to be awarded a gold record by the record industry.

The Glenn Miller Story, starring Jimmy Stewart and June Allyson, premiered in 1953. Stewart and Allyson visited Clarinda for the movie's premiere there.

A Glenn Miller festival is held every year in Clarinda, usually the last weekend in May. It includes performances by big bands, a scholarship competition, panel discussions with Miller Orchestra alumni and experts, and displays of Miller memorabilia.

The Glenn Miller Birthplace Society has about 600 members, and publishes a regular newsletter, Miller Notes.

The Glenn Miller Foundation (founded by Miller's daughter Donnie and her husband) has purchased Miller's birthplace on Clarinda's main street (renamed Glenn Miller Avenue) and has launched a capital campaign to (1) restore the birthplace to its condition at the time of Miller's birth; and (2) establish a Big Band Museum in Clarinda.

The Glenn Miller Archives is housed at the University of Colorado, which Miller attended briefly. He flunked his only formal music course, first-year harmony.

Bibliography

Chapman, Mike. "Glenn Miller: Clarinda's Big Band King." In Iowans of Impact. Waterloo: Enterprise Publishing, 1984. McCoy, Maureen. "Glenn Miller, Big Band Sensation." Palimpsest 62 (November/December 1981): 181-85. Simon, George T. Glenn Miller and His Orchestra. New York Thomas Y. Crowell, 1974.

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IOWA CAUCUSES

Iowa's caucuses are now famous as the first major event in the presidential electionseason. But it wasn't always so. The state held a presidential primary in 1916, but few candidates entered the race. Not until 1972 did Iowa's presidential caucuses enter the limelight.

That year, the Democratic Party had to move the Iowa caucuses to an earlier date, in January, to allow time for the county and district conventions to meet before the state convention. This put Iowa's caucuses ahead of the New Hampshire primary.

George Mc Govem's unexpected success in that caucus (which led him to the Democratic nomination), and Jimmy Carter's surprising victory here in 1976, helped make the Iowa precinct caucuses a media event. Carter proved that an unknown candidate could win by spending months organizing those voters most likely to attend the caucuses.

By 1980 the Iowa caucuses were an institution. Increasingly, some criticize them, saying the caucuses get too much media attention, and that Iowa is not representative of the rest of the country. Despite these challenges, Iowa's first-in-the-nation status as testing-grounds for presidential candidates has remained intact.

OTHER FACTS

A caucus is a political party meeting where voters suggest policy issues and pick delegates to the county convention. It's the first step in selecting party candidates for president.

In 1976, the Republican Party moved their caucus date to coincide with the Democrats' to maximize their candidates' media exposure and to prevent voters from switching to the Democratic Party.

The caucus system was the dominant system for nominating public officials until the primary system became popular in the early 1900s.

The caucuses themselves do not guarantee secure backing of any candidate, because chosen delegates can change their preferences later.

The State Historical Society of Iowa will open an exhibit on the Iowa caucuseson November 2, 1991.

Bibliography

Goldfinch. State Historical Society of Iowa. September 1988. Entire issue devoted to caucuses.

Squire, Peverill, ed. The Iowa Caucuses and the Presidential Nominating Process. Boulder, Colorado: Westview Press, 1989.

Winebrenner, z. The Iowa Precinct Caucuses: The Making of a Media Event. Ames: Iowa State University Press, 1987.

©1991 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES), KCRG-TV (CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

IOWA'S BOUNDARIES

Iowa's boundaries have been disputed on several occasions. The state's western boundary is defined as "the middle of the main channel of the Missouri River." Through time the channel of the river has moved. Carter Lake, Iowa, started on the east side of the river. One hundred years ago the river changed course and now the town lies on the west bank. It is completely surrounded by Nebraska land and has a Nebraska zip code and area code, but officially, the town of 3,500 has remained part of Iowa.

The southern boundary has also been controversial in the past. Two different lines were surveyed in the early 1800s; Missouri claimed the northernmost line was accurate and Iowa supported the line that gave the state nearly 2,500 additional acres. Before the issue was decided, people settled in the disputed strip of land. When a Missouri sheriff attempted to collect state taxes from residents who believed they lived in Iowa, militia from both states faced off at the border. The federal government intervened before shots were fired but for some time it looked as though Iowa and Missouri would go to war with each other over the contested border.

Bibliography

Bray, Martha Coleman. Joseph Nicol let and His Map. Philadelphia: American Philosophical Society, 1980.

"J. N. Nicollet, Mapmaker." Palimpsest 26 (1945)289.

Nicollet, Joseph Nicolas. Report intended to illustrate a map of the hydrographic basin of the upper Mississippi river.. . Washington: Blair and Reeves, 1843.

"The Shape of the State." Goldfinch 4 (February 1983).

Swisher, Jacob A. "Large State or Small." Palimpsest 26(1945):97.

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483 "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDS1Vi-TV (DES MOINES),KCRC,-TV(CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

JOHN L. LEWIS

John L. Lewis was born in Cleveland, Iowa, Lucas County (near the town of Lucas), on February 12, 1880. His father, Tom Lewis, and his maternal grandfather, John Watkins, both immigrated to the United States from Wales, though they did not know each other at the time. Coal was discovered near Lucas in 1876, bringing many settlers to the area. Many mine owners re- cruited British miners through ads in immigrant newspapers and magazines. This is probably how Tom Lewis and John Watkins were drawn to the Whitebreast Coal and Mining Company, the largest coal mining company in the Lucas area. When John was 15 months old, the family moved to Beacon, near Oskaloosa, in Mahaska County, one of the largest coal-producing areas in Iowa. Throughout John's childhood his family moved to many different coal mining towns in southern Iowa. In 1897, they returned to Lucas, where the once numerous Welsh immigrant population had now greatly diminished. Lewis claimed to have attended high school, although according to some accounts, his education ended with the seventh grade. By the time he was 21 years old in 1901, he had held jobs as a newspaper boy, farmer, miner, amateur actor, theater manager, and secretary of the United Mine Workers Union Local 1933 in Chariton, Iowa. In 1903, Lewis left Iowa to go to the Rocky Mountain mining region, but he returned to Iowa in 1906. The next year he married Myrta Edith Bell, whose father was a doctor and a prominent Lucas citizen. In 1908, Lewis, along with his wife, parents, and five brothers and one sister, moved to Panama, Illi- nois, where his union career blossomed. That same year he was elected president of United Mine Workers Local 1475. His career advanced as follows: In 1909, he became a lobbyist for the UMW in Springfield, the state capital. In 1911, Samuel Gompers named Lewis an organizer for the American Federation of Labor. In 1917, Lewis was elected vice-president of the UMW. in 1920 he was elected president of the UMW. In the 1928 presidential election, Lewis was a strong supporter of Herbert Hoover. After Hoover's victory, Lewis worked hard to obtain Hoover's endorsement as Secretary of Labor. Although many encouraged him to pick Lewis, Hoover chose someone else. Despite this, Lewis supported Hoover again in the election of 1932. During Franklin Roosevelt's administration, labor recovered from many of the setbacks that occurred during the 1920s and the early years of the Depression. In October of 1935, after a disagreement with the AFL, Lewis formed and became president of the Committee for Industrial Organization. In 1937, just two years later, union membership in the CIO was larger than in the AFL. During this time, Lewis took an anti-war position, because he believed a war would take away some of the gains labor had made in the 1930s. Lewis resigned as CIO president in 1940, but remained president of the UMW until he retired in 1960.

Bibliography

Dubofsky, Melvyn, and Warren Van Tine. John L. Lewis: A Biography. New York Quadrangle/The New York Times Book Co., 1977. Schacht, John N. "The Providers." Palimpsest 63 (1982): 2-31. Three Faces of Midwestern Isolationism: Gerald P. Nye, Robert E. Wood, John L. Lewis. Iowa City: Center for the Study of Recent History of the United States, 1981. United Mine Workers of America. John L. Lewis. Washington, D. C.: International Executive Board of the UMWA, 1952. [This book is in the collections of the University of Iowa, and contains many photographs. Call number f HD 8073 L4U5]. Zieger, Robert H. John L. Lewis: Labor Leader. Boston: Twayne Publishers, 1988.

APROJECT OFKDSM -TV (DES MOINES), KCRG-TV(CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY Of IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT LAURA INGALLS'WILDER PARK & MUSEUM BURR OAK, WINNESHIEK COUNTY, IOWA

The author of Little House on the Prairie and many other beloved childrens' stories lived for a short while in Iowa. Burr Oak, the small town where Laura Ingalls Wilder lived, operates a museum and a one-acre park in her honor. In 1876, Charles and Caroline Ingalls and their three daughters Mary, Laura (then 9 years old), and Carrie moved from Walnut Grove, Minnesota, where Charles had bad luck homesteading, to Burr Oak, a town of about 200 people. Charles and Caroline were hired to help run the Masters Hotel. The Ingalls family also lived in the hotel, which, in addition to lodging, also served as a community center for dances and weddings. Because of the constant traffic of strangers and the drinking that occurred on the premises, Charles and Caroline felt the hotel was an unhealthy atmosphere for their young daughters. So the family moved to rooms above Kimball's Grocery. This, too, proved unsatisfactory: it was near the Burr Oak saloon; also, the Kimballs fought incessantly. Once again, the family moved this time to a red brick house on the edge of town. The family did not remain long there either: in the autumn of 1877 they moved west, back to Walnut Grove. Wilder was 65 when she began writing her "Pioneer Tales for Children." Her childhood memories remained vivid, and the stories she wrote closely mirrored the activities of her family. But her life in Burr Oak is not well known because she omitted the period in recounting her tales. One reason for this is because the theme of Wilder's books is one family's westward movement in a time of great national expansion and opportunity. The family's move to Burr Oak did not fit this theme Burr Oak was a move east. The community of Burr Oak, however, has preserved this slice of the writer's life. In 1973, the nonprofit organization, the Laura Ingalls Wilder Park and Museum, bought the Masters Hotel building. With donations of time and money from local residents, the hotel was restored and furnishings were added to make the place appear as it did in the 1870s when Laura and her family lived there. The site, listed on the National Register of Historic Places, was opened as part of Burr Oak's Bicentennial celebration in 1976. It's open for public tours, May 1-October 1, Monday-Saturday, 9 a.m.-5 p.m., Sunday, 10:30 a.m.-5:30 p.m. To tour the museum at other times, call 319-735-5436 or 319-735-5916.

OTHER FACTS Located 12 miles from Decorah (the Winneshiek County seat), Burr Oak was founded in 1851. By 1876, it was an important town, providing local farmers with many businesses and services. At its peak, Burr Oak was a crossroads of the western movement. Roads and trails through the town led north to Minnesota, and westward through Iowa to Nebraska and other points west. Many of the Burr Oak buildings Laura knew in the 1870s are gone or considerably altered. Other books by Laura Ingalls Wilder include: Little House in the Big Woods, Farmer Boy, On the Banks of Plum Creek, By the Shores of Silver Lake, The Long Winter, Little Town on the Prairie, Those Happy Golden Years, The First Four Years, On the Way Home, and West from Home. A variety of books about the author, as well as souvenirs, are available for purchase at the Wilder Museum. Bibliography

Anderson, William. Laura Ingalls Wilder: The Iowa Story. Burr Oak, Iowa: Laura Ingalls Wilder Park & Museum, 1990. Gravett, Mike, and Ellen Hanusa. "The Little Hotel in the Village." Iowan 33 (Spring 1985): 30-35. Lichty, Irene V. The Ingalls Family from Plum Creek to Walnut Grove via Burr Oak, Iowa. Mansfield, Mo.: Laura Ingalls Wilder-Rose Wilder Lane Home and Museum, 1970.

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LITTLE BROWN CHURCH IN THE VALE NASHUA, CHICKASAW COUNTY, IOWA

In 1857, a young music teacher traveling home to Wisconsin was so inspired by the serene beauty ofa certain Cedar Valley spot that he wrote a song about it when he got home. Imagining it as the perfect setting for a church, William Pitts wrote the hymn, 'The Church in the Wildwood." His song described an imaginary "little brown church in the vale." Imagine his surprise years later when he returned to the area to teach and found just such a church now standing on that very site.

The First Congregational Church of Bradford, a village two miles northeast of Nashua, was organized in 1855. Members held services in stores and schools until the church was constructed during the Civil War.

Pitts returned to Iowa in 1862, settling in Fredericksburg, and eventually taught singing in Bradford. He first performed the hymn for his students in the spring of 1864 inside the church, which was still unfinished. The building was dedicated on December 29 of that year.

Unfortunately for Pitt, the hymn did not gain fame until years later, when it was popularized by a male quartet from Charles City, Iowa. They sang it on the chautauqua circuit in 1910 and 1911. In addition to performing the song, they also told the remarkable story behind its creation. Soon, tourists began searching for the real church in the wildwood. By then, services were no longer held in the church, which had fallen into disrepair.

A reunion in 1914 observing the 50th anniversary of the church's dedication sparked a move to save the church. By the next year, a local preservation society had restored the church to resemble its original appearance, and services were resumed.

Still functioning as the First Congregation Church of Bradford, the church is a favorite site for weddings. Some 700 weddings were performed in 1990.

OTHER FACTS

Though the song became popular throughout the world, William Pitts made no fortune from it. He had sold its rights to a Chicago publisher long before it became famous for $25. The church was designed by Reverend J.K Nutting, the first pastor. It's a plain gabled building fronted by a bell tower. The stone foundations have the same inward pitch as the stone fences of New England, because the man who fitted the masonry gained his experience building fences in Massachu- setts. Marriage Reunion Sunday is held the first Sunday in August. The reunion was begun in 1952. Efforts are underway to place the church on the National Register of Historic Places.

Bibliography

Brown, H. Clark. "Bradford: A Prairie Village." Palimpsest 2 (March 1921): 65-71. Laird, Charlton G. The Little Brown Church in the Vale. Palimpsest 2 (March 1921): 72-79. Nelson, William C. "His Pastorate: The Little Brown Church." Iowan 12(Summer 1964): 12-14. Powers, Isabella. "The Little Brown Church in the Vale: Its Author and Its Inspiration." Annals of Iowa 12 (July 1915): 101-116. Reida, Bernice, and Ann Irwin. "Sister Churches." Iowan 18 (Spring 1970): 50-51, 54.

APROJECT OFKDSM-TV(DES MOINES),KCRG-TV(CEDAR RAPIDS), THE STATE HISTORICAL SOCIETY OF IOWA, & THE IOWA DEPARTMENT OF ECONOMIC DEVELOPMENT

THE LOESS HILLS

Bordering the Missouri River in western Iowa, the Loess Hills are among the most beautiful and unusual areas encountered while traveling in Iowa. The hills are made up of fine-grained, cohesive quartz silt that was left behind by glaciers. Water erosion over time has contributed to the shape of the hills, which resemble small mountains. So different from the rest of Iowa are the Loess Hills, it's as though a chunk of the western United States was plunked down in the Midwest. The climate is desert-like, and there are more sunny days without precipitation here than anywhere else in Iowa. Many plant and animal species found in the hills also generally only exist in the western U.S. (some of these are listed below). Unfortunately, farming, the spread of communities, and the use of the hills as landfill, have wiped out most of the prairies that once thrived within the Loess Hills. And owing to the unstable nature of its quartz silt, the hills have one of the highest soil erosion rates in the country (see below for how to control erosion). Those interested in traveling in the area can choose from among more than 60 county and state parks and wildlife areas.

OTHER FACTS Fossils have been found showing that former inhabitants of the Loess Hills include mammoths, reindeer, bison, Jefferson's ground sloth, a giant armadillo, stag-moose, giant beaver, a species of camel, American elk, and black bear. Some of the western animals found in the hills include the prairie rattlesnake, plains pocket mouse, great plains skink, western fox snake, great plains and Woodhouses' toads, and plains leopard and western chorus frogs. Other animals that live there include the eastern mole, big brown bat, raccoon, coyote, red fox, and white-tailed deer. Birds of the Loess Hills include the hawk, brown-headed cowbird, northern cardinal, brown thrasher, house wren, mourning dove, American crow, blue jay, and redheaded woodpecker. Among the unusual plant life in the hills are yucca, tumbleweed, cowboy's delight, and prairie wildflowers. There are more than 1200 acres in the Waubonsie State Park, Fremont County. Long's Landing, near Council Bluffs, consists of 24 acres and offers camping, picnicking, and boating on the Missouri River. North of Long's Landing is Lake Manawa State Park, one of the most popular parks in the Council Bluffs area. On the border of Pottawattamie and Harrison counties lies the Wilson Island State Recreation Area and De Soto Bend National Wildlife Refuge. The Lewis and Clark State Park is located in Monona County, surrounding Blue Lake. Stone State Park in Plymouth County provides hiking, camping, picnicking, and equestrian and nature trails. Ways of controlling erosion include: no-till farming, maintaining permanent grasslands, seeding waterways, decreasing the grazing of farm animals, preventing sewer and water line leaks, preventing over-watering of lawns, less gully cutting, and diverting surface runoff. Planned prairie fires help to get rid of unwanted invasive plants while encouraging the growth of native plants. The use of dirt bikes and snowmobiles for recreation kill vegetation and also speed erosion. Horseback riding and all-terrain vehicles also speed erosion, though to a lesser degree. These activities should be done in valleys and lower slopes, which are less susceptible to damage than are ridges and steep slopes.

Bibliography

Iowa Conservationist. Volume 43, number 4, April 1984 (entire issue). Mutel, Cornelia F. Fragile Giants: A Natural History of the Loess Hills. Iowa City: University of Iowa Press, 1989. Prior, Jean C. A Regional Guide to Iowa Landforms. The State of Iowa, 1976.

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LOST CREEK MINING DISASTER

On January 24,1902, the worst disaster in Iowa mining struck the small company town of Lost Creek in Mahaska County. Shortly before noon, an explosion ripped through the coal mine, trapping 50 to 60 mine workers underground. Rescue efforts were hampered by fallen debris, and by the presence of dangerous and volatile gases. Among the 14 injured were boys as young as 12. Some were badly burned. Twenty mine workers died. More victims died from the effects of the gases than from the blast itself. The accident was caused by an explosion of coal dust. Each miner was responsible for setting and placing his own explosive. These shots were generally fired at noon and at the end of the work day, allowing dust to settle while the miners were away for lunch and after they had left work for the day. Instead of dislodging chunks of coal off the solid wall, the shot sometimes would discharge a tongue of flame that would raise and ignite a cloud of coal dust. The burning dust could expand with explosive force and do great damage as the force traveled down the mine's passageways.

Determined to stop such accidents, miners demanded safer mining practices. They wanted shot-examiners hired to examine all shots, and they wanted special shot-firers hired to fire the shots only at the end of the day, after most workers had left. This would allow the dust to settle over night and, in the event of an explosion, limit the number of casualties.

In response to the Lost Creek accident and the miners' demands, Governor Albert B. Cummins appointed a special commission to investigate the disaster and to recommend safety legislation. The commission included the three state mine inspectors, two coal operators, and mine union leaders John P. Reese and John P. White. After the investigation, the Iowa General Assembly passed a law partially meeting mine workers' demands. The miners also sought remedies through collective bargaining and reached a compromise settlement with the mine owners. Eventually the practice of employing shot- examiners and using shot firers, and firing only once a day, was established everywhere in Iowa where coal was shot off the solid.

OTHER FACTS

Lost Creek was a company town, owned and operated by the Lost Creek Fuel Company. Lost Creek was similar to many other coal camps in southern and central Iowa in the early 20th century. The town consisted of a company store, two boarding houses, and about 100 company-owned miners' houses. Each four-room house was about 22 by 24 feet. A few days after the explosion, Lost Creek Shaft No. 2 reopened and stayed in operation for a few more years. By 1907 the Lost Creek mines had been abandoned. The mining community had moved away, the machinery was shipped elsewhere, and the houses were moved to new locations. In Iowa, most coal was mined by the "room and pillar system." Two miners were assigned a section of the mine. Together they would blast and dig out the coal to form the "room." The room eventually became about 24 to 30 feet wide and 120 to 150 feet long. At Lost Creek the height from floor to room ceiling was four to six feet (elsewhere in Iowa the height ranged from 12 feet to only 18 inches). The rooms were separated by supporting walls of unmined coal, eight to ten feet thick, called "pillars." Breakthroughs were cut between the rooms for air circulation. In 1902 a coal miner in Mahaska County averaged only about $450 a year. Mine workers and other laborers were not protected by workers' compensation laws until 1913. After the Lost Creek accident, labor organizers across Iowa immediately began raising money to help the families who had lost wage- earners.

Bibliography

Booth, Harry. "You Got to Go Ahead and Get Killed: Lost Creek Remembered." Palimpsest (Fall 1990): 118-125. Davis, Merle. "Horror at Lost Creek A 1902 Coal Mine Disaster." Palimpsest (Fall 1990): 98-117.

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THE MORMON TRAIL IN IOWA

On February 4,1846, Brigham Young began an incredible journey. He and thousands of the Church of Jesus Christ of Latter-day Saints members traveled across the southern half of Iowa on their way from Nauvoo, Illinois, to Utah. Their leader, Joseph Smith, had been murdered on June 27,1844, in Carthage, Illinois, and the Mormons as a group were being forced out of the state. Young had replaced Smith as head of the church.

During the trip they faced many hardships and deaths attributed to extreme cold and excessive snow and rain that sometimes made travel impossible. They started from Sugar Creek, near Montrose. On February 28, Young asked Iowa Governor James Clarke for protection for Mormons crossing Iowa. Iowans in the southeast part of the state had been accusing the Mormons of such crimes as murder, theft, and assault. Such persecution had followed them from Missouri to Nauvoo.

The Mormons camped near Farmington, Bonaparte, Keosauqua, Bloomfield, Centerville, Corydon, Garden Grove, Mount Pisgah, and Council Bluffs. At Garden Grove and Mount Pisgah, both permanent camp sites, Mormons stopped long enough to build log houses and plant crops. People who were too weak to travel farther stayed and cared for the farms.

At the end of their Iowa journey, they made rafts and crossed the Missouri River into Nebraska. From 1846 until 1852, almost 20,000 people had made the migration across southern Iowa.

OTHER FACTS

On April 15, at a site in Wayne County, William Clayton wrote the popular Mormon hymn, "Come, Come Ye Saints." On May 18, Brigham Young's group found Parley P. Pratt camped on the Grand River. Pratt was part of a group responsible for scouting the route in advance of the other Mormons. On a nearby hill, Pratt had discovered broken granite resembling an ancient altar. This was the only rock found in the area. Pratt named it Mount Pisgah, and the Mormons kept the Union County camp until 1852. (At Mount Pisgah, they buried more than 800 people who died on the journey.) In May and early June, the Mormons traveled through Adair County and near Council Bluffs, where they encountered helpful Potawatomi Indians.

Bibliography

French, Porter. "On the Trail of Brigham Young." Iowan 26 (Summer 1978): 46-52. Greene, Lida L. "Markers for Remembrance: The Mormon Trail." Annals of Iowa 40 (1970): 190-93. Kimball, Stanley B. "The Iowa Trek of 1846." Ensign June 4, 1972: 36-45. Petersen, William J. "The Mormon Trail of 1846." Palimpsest (1966): 353-367. Van der Zee, Jacob. "The Mormon Trails in Iowa." Iowa Journal of History and Politics 12 (January 1914): 3-16.

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OLD CAPITOL IOWA CITY, IOWA

Old Capitol in Iowa City was the last capitol of the Territory of Iowa and became the first state capitol when Iowa entered the union in 1846. A National Historic Landmark, its construction began in 1839 and although still incomplete, it was first occupied in 1842.

A classic example of Greek Revival architecture, Old Capitol's original dimensions were 120 by 60 feet; it was made from limestone quarried from the banks of the Iowa River. Foundation walls are six feet thick, with individual stones weighing an average of four tons.

Many important events have occurred within its walls. The Supreme Court of the Iowa Territory met here for many years, as did four legislative assemblies and six general assemblies. Old Capitol was also the site of constitutional conventions in 1844,1846, and 1857 (Iowa is still governed by the 1857 constitution), and the adoption of the Iowa Code of 1851.

In 1857, the capitol moved from Iowa City to Des Moines. Afterwards, the building became property of what is now the University of Iowa for educational purposes. Old Capitol served the university until 1970. It provided classrooms, offices, space for chapel services, and a meeting place for 19th-century literary societies. In addition, university administrative offices were housed in Old Capitol until 1970, when the building was closed for its second major restoration.

The first restoration took place between 1921 and 1924. During this time the west portico was completed, the reverse spiral staircase was totally rebuilt and extended to the ground floor, 650-pound chandeliers were hung in the House and Senate chambers, and the dome was covered with five-mil- lionths of an inch of gold leaf.

The second major restoration project was spearheaded by Margaret N. Keyes, then director of Old Capitol, in 1970. Much of the interior was restored to resemble its 1842 to 1857 appearance, and furnishings from the period were also added.

Old Capitol is open for public tours from 10 a.m. to 3 p.m., Monday through Saturday (9 a.m. to noon on home football Saturdays). It's dosed on holidays. For details, call 319-335-0548.

OTHER FACTS

The total cost of constructing Old Capitol was $125,000.

Floor trusses were made of native hewn oak; the roof was of pine shingles on oak sheeting; gutters and downspouts were hewn from walnut logs. The interior trim was white pine, and the flooring was plain oak, later levelled off with a yellow pine overlay.

The restored Old Capitol was dedicated on July 3, 1976, to coincide with the nation's Bicentennial celebration.

Bibliography

Bower, Robert K. "Frontier Stone: The Story of Iowa's Old Capitol." Palimpsest 57 (July/August 1976): 98-121. Keyes, Margaret N. Old Capitol: Portrait of an Iowa Landmark. Iowa City: University of Iowa Press, 1988. Keyes, Margaret N. "Old Capitol Restored." Palimpsest 57 (July/August 1976): 122-128. Shambaugh, Benjamin F. Old Stone Capitol Remembers. Iowa City: State Historical Society of Iowa, 1939.

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THE UNDERGROUND RAILROAD IN IOWA HITCHCOCK HOUSE, JORDAN HOUSE, TODD HOUSE

Not a railroad at all, the so-called "underground railroad" was a secret network of antislavery activists who helped slaves escape to freedom by setting up a series of houses and hiding places along a route known only to a few.

The underground railroad was begun around 1830 and existed until the abolition of slavery in 1865. It stretched from the South all the way to Canada. Its route through Iowa went from Kansas and Missouri toward the Mississippi River and Chicago. Along the route were "stations" where fugitive slaves could stop for food and rest. Runaway slaves were transported, usually in the dark of night, in false-bot- tomed wagons, along the passageway to freedom.

Iowa can claim a series of important stations, several of which still survive. These include the Hitchcock House in Lewis (Cass County), the Jordan House in West Des Moines, and the Todd House in Tabor (Fremont County). Hitchcock and Todd were both ministers who believed strongly in abolition. Jordan was an Iowa senator.

Hitchcock House: Built in 1854 by George Hitchcock, this sandstone house was a stop on the underground railroad in the 1850s. The house is now owned by the Iowa Department of Natural Resources and managed by the Cass County Conservation Board. The house is open for public tours during the summer.

Jordan House: Built (circa 1850 to 1865) by James and Melinda Jordan, the house served as the chief underground railroad station in Polk County. The house is now owned by the West Des Moines His- torical Society and is open for public tours during the summer.

Todd House: Built in 1853 by Rev. John Todd, this frame house served as the first station on the underground railroad's route north and east from Kansas. It was also the headquarters of John Brown's failed insurrection in the late 1850s. The house is now owned by the Tabor Historical Society.

Bibliography

Handy, Robert W., and Gertrude Handy. "The Remarkable Masters of a First Station on the Underground Railroad." Iowan 22 (Summer 1974); 45-50. Hamack, Curtis. "The Iowa Underground Railroad." Iowan 4 (June-July 1956): 20-23, 44, 47. Smith, Charles Edward. "The Underground Railroad in Iowa." M.A. thesis, Northeast Missouri State University, 1971. 'Tabor & Northern Excursion: Deacon Adams' Own Story." Annals of Iowa 33 (1955):128 -31.

FACT SHEETS

VOLUME 3

CONTENTS

American Gothic House Armistice Day Blizzard of 1940 Bix Beiderbecke Colby Motor Company Cornhusking Contests Covered Bridges in Iowa Farm Security Administration Photographs Grotto of the Redemption Hispanics in Iowa Ice Industry in Iowa Alfred William Lawson & the University of Lawsonomy Murphy Calendar Company Orphan Trains in Iowa Pine Creek Grist Mill Round Barns in Iowa Rural Electric Administration Snake Alley Surf Ballroom & Buddy Holly Toolesboro Mounds Woodbury County Courthouse "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDSM-TV (DES MOINES AND THE STATE HISTORICAL SOCIETY OF IOWA

AMERICAN GOTHIC HOUSE

Grant Wood visited Eldon, Iowa, in 1930 and was struck by a very simple house with an unusual gothic window. Inspired, Wood used the house for the backdrop of one of the world's most famous paintings, American Gothic. He intended the painting to portray an older smalltown man and his daughter. Most viewers, however, saw them as the epitome of the American farmer and his wife. The models for the couple were his sister, Nan Wood Graham, and his dentist, Byron McKeeby of Cedar Rapids. Some saw in the painting a mood of despair in the stoical faces; others felt hope and strength in the calming, curved lines, in the gothic window whose shape contains a cross and points heavenward, as does the similarly-shaped pitchfork.

Wood received national acclaim in 1930 when the painting won the $300 first prize at the Art Institute of Chicago's contest for American painters. Since then, American Gothic has become perhaps America's most famous image.

Countless parodies of the painting have been produced by slightly altering the form or the content of the original American Gothic. Parodists have given the dour couple smiling faces, placed them in front of different buildings, and substituted their faces with those of celebrities, thus drastically changing the image and producing yet another interpretation of Grant Wood's painting. Such imitations have served to advertise products, critique social and political issues, and just make people laugh. The sheer number of parodies has made the image of American Gothic one of the most recognized in the world. In 1991, owner Carl Smith donated the house in Eldon to the State Historical Society of Iowa to ensure its preservation. There are plans for a major visitors' center to be built on the site. Meanwhile, visitors are invited to see the site and create their own personal parodies of American Gothic.

Bibliography

Corn, Wanda. Grant Wood: The Regionalist Vision. New Haven: Yale University Press, 1983. Czestochowski, Joseph S. John Stuart Curry and Grant Wood: A Portrait of Rural America. Columbia: University of Missouri Press, 1981. Dennis, James M. Grant Wood: A Study in American Art and Culture. Columbia: University of Missouri Press, 1986. Liffring-Zug, Joan. This is Grant Wood Country. Davenport: Davenport Municipal Art Gallery, 1977.

THE ARMISTICE DAY BLIZZARD OF 1940

Mid-November Iowa weather usually provides the conditions favorable for hunting, and the Armistice Day holiday was once a popular occasion for hunters to hone their skills. The holiday would coincide with a sharp plunge in the thermometer that sent migrating ducks to sheltered areas along the Missis- sippi River where waiting duck hunters set up decoys. On November 11, 1940, a low-pressure system collided with an arctic air mass over the Upper Missis- sippi region. The result resembled a winter hurricane. First came freezing rains that glazed everything with ice. Then blowing snow covered the ice and made visibility almost nil. In 16 hours the tempera- hire dropped 45 degrees, from 54 degrees to 9 degrees Fahrenheit. The storm caught many hunters by surprise few were dressed for winter conditions, and being near the water in their "duck blinds" made matters even worse. Hunters were stranded in the bitter cold as winds gusting to 80 miles per hour produced waves up to seven feet high. It grew so cold so fast that parts of the river froze in waves. The fierce winds and frigid temperature prevented efforts to rescue many of the hunters overcome by the storm. The blast continued for nearly an entire day, finally abating somewhat on November 12.

Some 160 people died during the 24-hour storm. The Des Moines Register headline for November 13, 1940; declared: "26 Hunters Dead, 5 from Iowa" but other accounts estimated a much higher death toll. By far the most dramatic and tragic aspect of the storm was the grief it brought to those families who lost loved ones on the Mississippi. But the storm also caused chaos in the inner regions of the state. Ice and snow blocked highways, causing travelers to seek shelter. Airline flights were halted and the railroads stopped. At least 7000 turkeys froze or were smotheredjust 17 days before Thanksgiving. The Des Moines Register reported that unscrupulous breeders sold turkey carcasses as "freshly frozen" in direct violation of Iowa food laws.

Coincidentally, the word "blizzard" may have been coined in Iowa. The Estherville Vindicator and Re- publican used the word in 1870 to describe a severe winter snowstorm. Both The American College Dictio- nary and The Oxford English Dictionary credit the word's origins to Iowa.

Bibliography

Des Moines Register. November 12,1940; November 13,1940. Madson, John. Up On the River. New York Nick Lyons Books, 1985.

BD( BEIDERBECKE

One of the great figures of the Jazz Age, Leon "Bix" Beiderbecke, is an Iowa legend. Born in Davenport in 1903, Bix began playing music by ear as a toddler and music became his first lovea passion that lasted throughout his short life.

Bix never had formal training as a musician, and many critics say it was his lack of training thatgave his music its extraordinary impact. His was an innovative sound many musicians wouldone day copy. Bix became interested in jazz when his father brought home a record by the Original Dixieland Jazz Band. In 1917, he scraped together enough money to buy a beat up comet from the local hock shop; the young Beiderbecke would practice unceasingly.

No fan of formal education, Bix dropped out of school, too busy playing his comet to pay. attention to studies. He worked with local orchestras in Chicago, and eventually joined the Wolverine Orchestra in January 1924. The group cut a few records before Bix left. After a few more temporary orchestra stints, Bix resumed his formal education at the University of Iowa. But this venture lasted a mere three weeks. From Iowa City Bix moved to New York and played with a group called The Ramblers. In St. Louis he played in an orchestra led by Adrian Rollini. The spring of 1926 found Bix in the Jean Goldkette Orchestra; soon afterwards Bix recorded his own solo "In a Mist." He then went on to join Paul Whiteman's band, which had featured many great artists like the Dorsey brothers and Bing Crosby.

In 1927, Bix recorded one of the most famous solos in Jazz history, "Singing the Blues." Hewas, however, struggling with health problems and alcoholism, and he took a rest from his intense schedule in Davenport in 1929. Retuning to New York, he joined the Dorsey brothers and copyrighted two piano pieces, "Flashes" and "In the Dark."

During his last year, the 27-year-old became ill and worked little. On August 7,1931, Bix Beiderbecke died from pneumonia.

Today, Bix's legacy is celebrated during the annual three-day Bix Fest held in July in Davenport's Le Claire Park. Dixieland and jazz bands from across the country play in honor of Bix. Also, the nationally famous Bix Run race is held in downtown Davenport. The Avati brothers, Italian filmmakers based in Davenport, restored the Beiderbecke home and made a film about Bix. Davenport artist Loren Shaw spent more than 1,000 hours painting a Bix Beiderbecke mural on the wall of the downtown Davenport building.

Bibliography

Sudhalter, Richard M. & Philip R. Evans. Bix: Man & Legend. Arlington House, 1974 Deffaa, Chip. Voices of the Jazz Age, Vol. 6, 52-105. University of Illinois Press, 1990. Brown, Darold J. "In a Mist The Story of Bix Beiderbecke." The Palimpsest 59 (1978): 98-108.

CD 1992 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY 495 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES AND THE STATE HISTORICAL SOCIETY OF IOWA

THE COLBY MOTOR COMPANY

When the automobile was new, Iowans not only bought them they made them. Between 1891 and 1940, nearly 50 brands of cars were made in Iowa. One notable manufacturer, The Colby Motor Com- pany, produced several thousand vehicles during its brief lifetime.

Mascin City entrepreneur, William Colby, founded the Colby Motor Company on September 29,1910. The first Colby, a five-passenger touring car, took to Mason City's streets on November 12, 191 0. It performed to all expectations and was fast enough to gamer for its test driver a speeding ticket from local police. Colby equipped his cars with premium materials and an engine designed to withstand Iowa's winters. Colby automobiles were put through endurance tests over the state's rutted, muddy dirt roads. The cars passed the tests with flying colors, including a 658-mile run from Minneapolis to Helena, Montana. Colby also participated in the newly developing dirt-track car races being held throughout the Mid- west. Billy Pearce, a Colby driver on the racing circuit, broke many track records and won trophies for the company. He died in 1911 while racing the Colby Red Devil in Sioux City. The car was repaired but never raced again. The Colby Motor Company was short-lived. A competitive auto market, company mergers, and subsequent reorganizations put the company out of business in 1914. Only one Colby has survived the last 70 years. It was carefully restored and is displayed at the Kinney Pioneer Museum in Mason City.

Bibliography

Barrett, Paul Colby. "The Colby Motor Company." Palimpsest 62 (1981):118.28. Zug, John. "Early Iowa Automobiles." Annals of Iowa 36 (1962): 276-80.

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CORNHUSKING CONTESTS

Once-called Iowa's "Battle of the Bangboards," cornhusking contests had a brief but lively history in the state's rural communities. Farmers husked by hand with special hooks attached to a glove at the palm or thumb. In 1924 the farm journal, Wallace's Fanner, invited the state's best cornhuskers to enter a contest for the fastest and most efficient cornhuskers. For the next 17 years, cornhusking contests at the county, state, and national levels became popular. The NBC network broadcasted national contests, and sponsors awarded cash prizes (and sometimes turkeys). Spectators came for the thrill of the competition and for the chance to learn better cornhusking techniques. The contests came to end around World War II, when new technology was introduced that made cornhusking by hand obsolete.

OTHER FACTS:

Women were mentioned sometimes as helping their husbands with cornhusking but there were no official contests for women to compete in.

The contests were standardized by Henry A. Wallace in 1924. Huskers competed for 80 minutes non- stop, starting at 10-minute intervals signaled by a gun fired into the air. They were scored on the gross weight of corn husked, with deductions for any excess husks. The top scorers were then allowed to apply for the next level of competition. Competitors listed their age, weight, height, and wrist circum- ference (the average husker would swivel and turn his wrist 7000 times per 100 bushels). Farmers used these events to compare the various cornhusking techniques. The equipment used varied, but almost all huskers used a husking hook of some kind, either a thumb, peg, or palm hook attached to a glove or mitten. Stores offered an assortment of other items, such as thumb stalls (intended to help in grasping the corn), wrist guards, and special oils for "huskers hands," yet most huskers saw no real advantage in these products. The wagons used to catch the corn were called "bangboards" or "throwboards" because one side was much higher than the other side so huskers could toss the corn without worrying about their aim. Henry A. Wallace hailed cornhusking champions as rural athletic heroes with strong moral character. He hoped that such praise would inspire farmers to enjoy cornhusking morethus increasing their productions and also to help keep more young men on the farm.

Bibliography

Briggs, John Ely. "First Iowa Husking Meets." Palimpsest 24 (November 1943): 33-47. Jacobs, Leonard J. Battle of the Bangboards. Des Moines: Wallace-Homestead Book Company, 1975. Kirkendall, Richard S. "Corn Huskers and Master Farmers: Henry A. Wallace and the Merchandising of Iowa Agriculture." Palimpsest 65 (May/June 1984): 82-93.

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COVERED BRIDGES IN IOWA

Excerpts from Leslie C. Swanson's Covered Bridges in Illinois, Iowa, and Wisconsin. Moline, Illinois. [pamphlet] 1970.

Iowa's economic growth went into high gear in the post-Civil War period and most of its 60 or more covered bridges were erected from 1868 to 1880. A few were built before that era and some scattered ones were erected as late as 1890. Two cores of covered bridge building developed in Iowa, one across about a dozen counties in the southern part of Iowa, and the other, a smaller group, in the northeastern corner of the state near the borders of Illinois, Wisconsin and Minnesota. About 80 percent of the spans were erected over very small rivers and creeks in the southern counties and about 12 to 15 more were erected over slightly larger rivers as the Turkey, Maquoketa, and Volga Rivers in "Little Switzerland," the picturesque northeastern area. More than three-fourths of the counties in Iowa were never reached by this type of timbered construction. Iowa's early road development was slow and as late as 1846 a network of wagon trails reached only the eastern counties. In the next two decades the westward push gained momentum and stagecoach lines spread over roads which linked the growing towns. The earliest covered bridge building in Iowa coincided with the development of Fort Des Moines, an historic U.S. Army establishment at the junction of the Des Moines and Raccoon Rivers. The first was the Owens covered bridge, erected in 1844 across the North River in Polk County. A bridge was needed there in bringing in lumber for the construction of the fort. G.B. Clark was commissioned by the U.S. government to build the bridge, receiving as payment the sum of $3500 and a half section of land. This bridge served the Dragon Trail, as the road was known in those days, for a period of 42 years, being swept away in the fall of 1887. A new bridge was erected in 1887 and it remained in use for more than 50 years before the road was re- routed and the channel of the river changed. The bridge was finally taken over by the Polk County Conservation Board which moved the span in 1968 to Yeader Creek Park near Des Moines. Moving of the bridge was made necessary by the Red Rock Reservoir project .. . The construction of covered bridges reached its zenith in Madison County. .. . Madison was not settled until 1846 but its growth was remarkable. Settling there was a group of hardy pioneers who proved to be an industrious and resourceful lot. Within the space of three decades they built a chain of saw mills and gristmills, a network of wagon trails and a series of 16 covered bridges. The county developed at a fast pace and the bridge builders kept busy for more than a decade erecting spans at key points. The picturesque Middle and North Rivers cut through several townships in the county and the wood was mostly cut by saw mills, powered by the very rivers the bridges were intended to cross. Eleven mills were erected on Middle River, which eventually was spanned by several covered bridges. ... After reaching their peak count of 16 in 1884 the covered bridges of Madison County gradually dwindled. One by one they disappeared as they gave way to flood, fire, vandalism, and abandonment. The count had dwindled to ten in 1933.... In 1950, the decision was made to save the remaining seven bridges. Steps were taken to repair, strengthen and paint them. Meanwhile, about 30 other covered bridges were razed elsewhere in Iowa.

Only 6 covered bridges now remain in Madison County.

FARM SECURITY ADMINISTRATION PHOTOGRAPHS

In 1936, in the midst of the Great Depression, Iowa became part of one of the most important documentary photograph projects ever conceived. Employed by the Historical Division of the Resettlement Administration (later renamed the Farm Security Administration), photographers traveled throughout the country to document the effects of hard times and to gather visual support for Franklin Roosevelt's New Deal programs.

From North Carolina to the Dakotas, from Missouri to California, they portrayeda country gripped by a devastating depression. The nearly 2,000 images taken in Iowa show worn and tired farmers, small towns devastated by the economic crash, and urban scenes such as men standing in line for a mission meal. These photos amply demonstrate the need for government assistance in this rural state.

What started out as a picture file for political purposes, however, becameone of the most powerful photographic statements of all time. The gifted photographers hired for the project capturedon film not only the tragedy of impoverished tenant farmers, but their strength and endurance. The FSA photo project continued until 1943, when the United States' entry into World War II diverted government energies and resources. Nearly 200,000 negatives and more than 70,000 prints survive in the Library of Congress. The photographers of the Farm Security Administration had produceda lasting national treasure that is one of the most famous and widely used photograph collections in the world.

Bibliography

Hurley, F. Jack. Russell Lee, Photographer. Dobbs Ferry, New York Morgan & Morgan, 1978. Hurley, F. Jack. Portrait of a Decade: Roy Stryker and the Development of Documentary Photography in the Thirties. Baton Rouge: Louisiana State University Press, 1972. Stryker, Roy and Nancy Wood. In This Proud Land: America 1935-1943 as Seen in the FSA Photographs. Greenwich, CT: New York Graphic Society, 1973.

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GROTTO OF THE REDEMPTION WEST BEND, IOWA

The Grotto of the Redemption in West Bend, Iowa, was created and built by Reverend Father Paul M. Dobberstein. Born in 1872 in Rosenfeld, Germany, he emigrated to America when he was 20 years old and studied for the Catholic priesthood in Milwaukee, Wisconsin. Just before his ordination as a priest, Dobberstein became seriously ill with pneumonia. He vowed to build a shrine to Mary, Mother of Jesus if he were allowed to recover from his illness. In 1898 he came to West Bend, Iowa, to serve at St. Peter and Paul's Church. While serving his parishioners full time he began gathering ornamental stones to build his shrine and fulfill his promise. In 1912, with the help of one man (Matthew Szerensce) he began work setting the various stones in concrete. The grotto became a lifelong project and work continued after Dobberstein's death in 1954. Over 100 train car loads of materials were used to build the grotto.

OTHER FACTS: The grotto is the largest of its kind, covering an area larger than a city block. It has the largest collection of minerals and petrifications anywhere in the world, and the shrine's geological value has been estimated as high as $2.5 million. There are nine separate grottos all depicting a scene from the life of Christ. Italian marble statuary, such as the replica of Michelangelo's Pieta, can be viewed throughout the grottos. The stones, minerals, fossils, and shells have been gathered from all over the United States and from dozens of foreign countries. Adjacent to the grotto is St. Peter and Paul's Church in which Father Dobberstein built his Christmas chapel. The chapel depicts the nativity scene and includes a 300-pound Brazilian amethyst valued at more than $5000. Father Dobberstein also worked on other grottos and memorials in such Iowa towns as Riverside, Carroll, Dubuque, Wesley, Humboldt, and Pocahontas. The grotto is financed by donations; hourly tours are given from June 1 to October 15. Open for viewing year round, the grotto attracts more than 100,000 visitors each year. The Grotto Restaurant serves home-cooked meals from 11:00 a.m. to 2:30 p.m. daily from June 1 to October 15. Camping and motel facilities are located close by. The grotto is located two blocks off of Highway 15 at the north end of West Bend. For more information call 515-887-2371.

Bibliography

Erickson, Lori. Iowa: Off the Beaten Path. 116-117. Chester, Connecticut: The Globe Pequot Press, 1990. Hutchinson, Duane. Grotto Father.- Artist-Priest of the West Bend Grotto. Lincoln, Nebraska: Foundation Books, 1989. Nessen, Vivian Watnem, compiler. The History of West Bend, Iowa, Palo County: One Hundred Twenty-five Years, 1856- 1981.23 -25. West Bend, Iowa: Journal Publishing Co., 1981. Treasures of Iowa: The Iowan Magazine's Guide to Our State's Outstanding Attractions. Des Moines, Iowa: The Iowan, 1987: 67.

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HISPANICS IN BETTENDOFtF, IOWA

William and Joseph Bettendorf came to Gilbert, Iowa, in 1902 after a fire destroyed their Davenport factory. Their business, the Bettendorf Company, produced various metal parts for agricultural equipment, and also side frames for railway car trucks. The company employed many people, and Gilbert soon developed as a company town. The company provided housing and social activities for their workers. In 1902 the village was renamed Bettendorf in honor of the brothers.

During World War I the traditional labor pool became scarce, and the Bettendorfs began to recruit workers from recent immigrant groups. One group was Hispanic immigrants. Hispanic people had moved to the Quad City area to find work. They considered the Bettendorf Com- pany a desirable place to work. The company in turn found Hispanic workers reliable and competent. The workers, however, had little opportunity for advancement within the company; the barriers of language and cultural differences were difficult to surmount. Families settled in company housing known as the Holy City. Community life revolved around religion and family. With others in the Quad Cities, Bettendorf Company Hispanics founded Our Lady of Guadelupe church. It was initially housed in two boxcars. Among other manifestations of Hispanic culture was a community band, formed by one of the earliest immigrants, Peter Macias. When the Bettendorf Company dissolved in the 1930s, many families were already well established in the area, and sought other employment in the Quad Cities. Today, local Hispanic heritage prospers through celebrations and organizations.

Bibliography

Anderson, Frederick I. Joined by a River: Quad Cities. Davenport: Lee Enterprises, 1982. Dining, Janet, ed. Bettendorf History Vol. 2. Bettendorf: Bettendorf Library, 1975. Ebert, Kathleen. Special People. Bettendorf: Bettendorf Museum, 1983. Voelliger, Arthur J. Bettendorf History. Bettendorf: Bettendorf Library, 1973. Willard, John. "Our Mexican Heritage." Quad-City Times, September 17,1978.

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THE ICE INDUSTRY IN IOWA Before the advent of modern refrigeration, people had to depend on ice boxes to keep food cool. These ice boxes were designed to hold both food and large blocks of ice. Providing these blocks of ice was an important industry in Iowa during the nineteenth and early-twentieth centuries. Local and itinerant ice harvesting crews began working nearby rivers and lakes around the new year. Various tools and methods were used for cutting and extracting the ice, including large saws and horse-drawn cutters. By the twentieth century, workers used motor-driven saws. Ice was then taken to the ice house to be stored until summer. The ice house was a double-walled brick or wood building where ice was covered with layers of hay or sawdust to keep it from melting. When the weather turned warm, the demand for ice would begin. The ice wagon, delivering ice door to door, was a common sight in Iowa towns. The large, demand for ice made it one of the top commodities handled by the U.S. shipping industry. While ice harvesting was a very profitable business, it was also risky. In addition to possible physical danger to employees, there was the chance that not enough ice had been stored to meet the summer- time demand, or that a warm winter might produce a meagre supply. Modern-day refrigeration techniques became available in the early twentieth century.. By the 1930s the nearly universal availability of refrigerators greatly reduced the need for the ice industry, and therefore it quickly declined.

Bibliography Hoppe, Emilie. " 'Cold as Ice': Communal Amana Winter Harvest." Iowa REC News 39 (March 1985). Volk, Stephen. "The Ice Harvest." Palimpsest 62 (1981): 90-96.

For a firsthand look into Iowa's ice industry, visit the Ice House Museum, Cedar Falls Historical Society, Cedar Falls, Iowa.

ALFRED WILLIAM LAWSON & THE UNIVERSITY OF LAWSONOMY

Alfred William Lawson was born in London, England, in 1869. When only 3 weeks old, he came with his parents to North America; they settled in Windsor, Ontario, and finally in Detroit, Michigan. At an early age, Lawson worked various odd jobs such as shining shoes, selling newspapers, and painting houses. In his late teens he left Detroit to play on numerous baseball teams. From 1888 to 1907 he played on and managed several minor league teams. He traveled extensively and studied physics and economics in his spare time.

In 1904, Lawson published his first book, Born Again. The book, loosely based on his own life, exposed baseball's corruptive influence. In 1908 Lawson became interested in the fledgling aviation industry. He published his own aeronautical magazine called Fly and was editor of another called Aircraft. He also became a member of an influential group called the Aeronautical Manufacturers Association. In 1917, Lawson started his own aircraft corporation in Green Bay, Wisconsin. He supplied the army with aircraft during World War I.

After the war, Lawson struggled to keep his aircraft company going. He bought a bigger factory and relocated to Milwaukee, Wisconsin. He tried building passenger airplanes and managed to secure an air mail contract with the federal government. Because Lawson's investors were pressuring him for results, he rushed the prototype of one of his passenger planes into a test flight in poor weather conditions. When the airplane crashed, it took Lawson's company down with it. The decade of the 1920s was a transitional one for Lawson. He continued to work for other airplane companies as a designer, but hated the idea that he was no longer an owner. During this period he also published books outlining his theories of natural law that would later be the basis of his philosophy known as Lawsonomy. According to Lawson, everything in nature operated on the principles of "pen- etrability," "zigzag and swirl," and "suction and pressure." But no matter how much Lawson publi- cized his principles, no one seemed to pay them much attention.

In 1931 Lawson published his book Direct Credits for Everybody. It set forth his economic principles of a classless society, free education, free health care, and spreading the nation's wealth among the people equally. He also formed a conspiracy theory that bankers and financiers had caused the nation's economic problems.

A riveting speaker, Lawson attracted fairly large crowds across the Midwest; his draw was aided perhaps by the fact that so many people were out of work. He started a group called the Direct Credits Society and many of its followers had an almost cult-like devotion to Lawson. With the start of World War II prosperity returned to the country and membership in the Direct Credits Society started to shrink. Lawson thought he needed other outlets to spread his doctrines. He hoped to establish both his own university and also a way to publish his books and newsletters.

In 1943 Lawson managed to raise $80,000 to *purchase the defunct Des Moines University property and buildings. At the Des Moines University of Lawsonomy (DMUL), classes were taught in Lawsonomy, management, oratory, music, gardening, mechanics, and theology.

According to his book, Lawsonian Religion, DMUL was to teach both knowledge and kindness, and serve as an ecclesiastic college for Lawsonian religion. Only men were admitted to the college because a father had taken DMUL to court when it enrolled his daughter without his permission and then kept her there against her will. There was no tuition but students would work part time in the machine shop and on agricultural and engineering projects.

The only texts allowed were Lawson's books and speeches. His speeches were to be committed to memory and recited repeatedly by the students. He believed his theories of Lawsonomy were so complex that it would take a student 30 years to earn a degree. Students who earned the degree were called 1Cnowledgians.

503 Lawson believed his students should be healthy in body as well as mind. No meat was allowed in the diet. Tobacco and alcohol were also prohibited. Students were up by 6:00 a.m. and in bed by 10:00 p.m. Physical exercise was promoted as well as dunking the head in cold water twice daily, sleeping in the nude, and changing bed sheets daily. Suspicion about DMUL arose among the people and press of Des Moines. Neighborhood residents were angered when they could no longer walk through DMUL property because of a fence that was being erected. Des Moines tax assessors were sent to examine the DMUL premises to see if it was truly conducting the educational activities necessary to maintain tax-exempt status. In 1952 Lawson was called before a U.S. Senate small business subcommittee. He was questioned about why the university had purchased 62 war surplus machine tools for educational purposes and then sold 45 of them at a large profit. By 1954, with only 20 students enrolled, DMUL was facing termina- tion. At it peak, the university had about 100 students enrolled. Also, the Bureau of Internal Revenue was demanding taxes on the war surplus machinery sale, and the city of Des Moines was demanding back property taxes. In November of 1954, Lawson was forced to sell DMUL. Two weeks later, on November 29, Lawson was found dead in a San Antonio hotel room. Alfred Lawson left some interesting legacies. In rural Wisconsin there still exists a University of Lawsonomy, supported by elderly students and Knowledgians who continue to study Lawson's principles and emu- late his way of living.

Bibliography

Henry, Lyell D., Zig-Zag and Swirl. Alfred W. Lawson's Quest for Greatness. Iowa City, Iowa: University of Iowa Press, 1991. Jonas, Peter. 'Alfred William Lawson: Aviator, Inventor and Depression Radical." The Old Northwest 9 (Summer 1983): 157-173. Wiggins, David. An Iowa Tragedy: The Fall of Old Des Moines U. Mt. Horeb, Wisconsin: Historical-Midwest Books, 1988, 99-103.

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MURPHY CALENDAR COMPANY RED OAK, IOWA

One of the oldest and largest makers of decorative art calendars is the Thomas D. Murphy Company of Red Oak, Iowa. In 1889, Thomas Murphy and E.B. Osborne, two young newspapermen, were casting around for ways to augment their income from the printing business. Osborne came up with a calendar incorporating the name of 22 local advertisers in a drawing of the new Montgomery County courthouse. The following year they founded Hawkeye Printing Company (changed to Osborne & Murphy in 1891). To increase sales, Murphy and Osborne used a new printing process call "Moss types," the first halftones used for illustrations. They took samples of their work to Denver where Osborne secured $1600 worth of business. This represented an initial loss, but by their third year they sold $18,000 worth of calendars.

In 1895, differences between the two partners caused Murphy to sell his interest in the company to Osborne. Murphy also agreed to stay out of the calendar business for five years. At the end of five years Murphy decided to return to calendar-making with his brother-in-law, William Cochrane. To- gether they formed the Thomas D. Murphy Company.

Murphy began to use the most advanced techniques of printing in making beautiful full-color (and black-and-white) calendars. He did not invent any new process, but he made good use of the best available techniques. The company's speciality became the art calendar. An art critic would probably dismiss most of the paintings used in the calendars as middlebrow or even amateurish; yet it's this lack of pretension that gives the calendar art its charm.

This appeal to the general public helped Murphy build a highly successful business that expandedrap- idly its first few years. He built several plants and, in 1904, even a British sales office. In 1920, thecom- pany built its own power plant and leased a local hotel to serve as a dormitory for its workers. The Thomas D. Murphy Company was consolidated with American Colortype Company in the late 1920s. During the Great Depression, American Colortype sought to close the plant in Red Oak, and Cochrane decided to buy it for himself and his sons-in-laws. Cochrane ran the company until his death in 1941, leaving control of the company to his three sons-in-law: Lyman Turner, John L. Crofts, and Malcom Lomas. In 1951, Lomas bought out his two brothers-in-law, and became president and chair of the company. In 1982, Jordan Industries bought the company. Through a merger in 1989, the company became part of JII Sales Promotion Associates. Still a vital business, the Murphy Calendar Company has steadily increased its business each year for the past 60 years.

Thanks to III Sales Associates for permission to use Murphy Calendar Company items in the video vignette.

Bibliography

"Calendar's Cradle." The Iowan 1 (December 1952/January 1953): 22-26, 41-42. McKenzie, Betty. The People's Art. Red Oak Montgomery County Historical Society, 1991. Purcell, Edward L. "Art and Advertising: The Thomas D. Murphy Company of Red Oak" The Palimpsest 57 (November/December 1976): 162-173.

ORPHAN TRAINS IN IOWA

For seventy-five years thousands of homeless children from crowded urban areas found new homes in rural America by way of "orphan trains" and a system called "placing out."

In the early 1850s New York City police estimated that 10,000 children were destitute, living on the streets, and heading toward lives of crime and victimization. Pioneering New York social worker Charles Loring Brace estimated that the number of such children was even higher around 30,000. To help these children, Brace was a founder in 1853 of the New York Children's Aid Society. Brace doubted that institutionalization would help these children, so he devised a system of "placing out" destitute children into homes largely in the rural Midwest. Brace believed that the Midwest in particular was populated by solid, hard-working, wholesome families who could provide homeless children with the best chance to escape poverty and hopelessness. Not all the children sent west were orphans gathered off the streets by the New York Children's Aid Society. Many parents in overcrowded urban settings were unable to care for their children, and elected to give legal guardianship to the Society. In some instances, parents temporarily left their children at an institution, only to later find that their children had been sent west. In the placing out system, groups of up to two dozen children were put on train cars along with nurses and agents who were in charge of the children's care during the trip and in placing them in the communities. Agents had previously contacted individual towns, and local committees coordinated applications from potential foster parents. Local newspapers published advance notice of the train arriving. Prospective foster parents and interested bystanders would be on hand when the train arrived. As the children lined up at the depot or a meeting place, farm and townspeople made their choices; the remaining children were taken to the next town. Foster parents agreed to raise and educate the child through age 16. Follow-up visits by an agent of the Society were made periodically. Few of the children were actually adopted by their foster parents; the Society maintained custody of most of them. Many orphan-train children fared well in their new homes and communities, finding loving and generous families. Others were abused or overworked. Some were sent from one home to another. From 1854 to 1929, about 150,000 orphans were sent by train from East Coast cities to foster homes in 20 states. Two-thirds of these were placed by the New York Children's Aid Society, the rest by other social charities that adopted the system. In Iowa, the trains made numerous stops over the years at such communities as Clarion, Iowa City, and What Cheer. The placing-out system and orphan trains ended as social work became professionalized, as welfare philosophies shifted toward keeping families together, and as new local, state, and federal child welfare laws were passed. [Thanks to: the State Historical Society of Missouri, Columbia, for permission to use the ad, "Wanted: Homes for Children," in the video vignette; and the Museum of the City of New York for permission to use the photo, "Street Arabs in Sleeping Quarters at Night," from the Jacob A. Riis Collection.]

Bibliography

Fry, Annette Riley. The Children's Migration." American Heritage 26 (December 1974): 4-10, 79-81. Jackson, Donald Dale. "It took trains to put street kids on the right track out of the slums." Smithsonian (August 1986):95-102. Magnuson, Jim and Dorothea G. Petrie. Orphan Train. Dial Press, 1978. (fiction) Mc011ough, Verlene. The Orphan Train Comes to Clarion." The Palimpsest 69 (Fall 1988): 144-150. Wheeler, Leslie. 'The Orphan Trains." American History Illustrated (Dec. 1983): 10-23. Orphan Train Heritage Society of America, Route 4, Box 565, Springdale, Arizona 72764.

506 "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDSM-TV (DES MOINES) & THE STATE HISTORICAL SOCIETY OF IOWA

PINE CREEK GRIST MILL MUSCATINE COUNTY, IOWA

In January 1839 the Iowa territorial legislature and Governor Robert Lucas gave their approval to develop the first dam and water mill site in Iowa. Nine years later, Benjamin Nye built the Pine Creek Grist Mill (also known as Nye's Mill) in Muscatine County at a cost of $10,000.

The mill was sold for $8,750 in 1927 to the State Conservation Commission, which made it part of Wild- cat State Park in 1935. The Pine Creek Grist Mill is on the National Register of Historic Places, but is now closed to the general public. The mill is located on the west bank of Pine Creek, between Fairport and Montpelier in Muscatine County. At the time of its construction of native rock and lumber its 14'x 14' timbers were the largest in any building in the Iowa Territory.

The mill has 4 levels. Grain was rolled or ground on level 1, then elevated to level 3 for sifting and dressing. From there the grain went to level 2 for final sifting/dressing, and then back to level 1 for sacking. Level 4 contains machinery to work the grain elevators, and specialized processing machinery. Power production machinery is located on level 1. Initially the mill was powered by a large wooden "overshot" wheel located in the northeast comer of level 1. Water was channelled to flow over the top of a wheel into pockets or paddles. The weight of the water pulled the wheel down, turning a shaft attached to a gear system that powered the milling machinery. Power turbines and an auxiliary steam engine were installed around 1860. These improvements increased power and efficiency, and worked well even when water was in short supply. Milling with water was a slow process. Grain was funneled between the large granite grindstones (burrstones) and ground into meal or grist. The bottom (nether) stone was usually stationary, while the top (runner) stone rotated. Channels cut into each stone brought grain between the stones, or moved grist to the outer edges where it was collected for further processing. Millstones had to be sharp to prevent fermentation of the grain as it was crushed. Water mills were important in early Iowa. Often a miller would build the mill at a convenient site, then clear and work the surrounding land to attract settlers. Mills were often the center of social activity, serving as postal offices and trading spots. The process of milling grain was slow and dependent on machinery and good weather. People who brought grain to the mills for processing often had to wait for the right conditions. In the meantime, they socialized.

By 1879, there were 712 flour mills in Iowa, using 1,002 water wheels and 287 steam engines. Water wheels were susceptible to damage by ice and floods, and a drought could cripple them. Eventually steam and electricity replaced the dam-and-wheel method.

The swift rise of the milling industry in Iowa between 1830 and 1880 coincided with Iowa's rise to second in the nation in wheat production. Wheat flourished in early Iowa because it required little attention and no special machinery. During the 1880s and beyond, wheat production declined from the effects of insects, adverse weather, and poor soil conditions. Cheaper land farther west and unfavorable railroad rates also helped end wheat production in Iowa. And with no wheat production the need for water mills declined in Iowa.

Bibliography

Richman, Irving B. History of Muscatine County Vol. I. Chicago: S.J. Clarke Publishing Co., 191 1. Swanson, Leslie C. Old Mills in the Mid-West. Moline, Illinois, 1963. The Pine Creek Grist Mill: Wildcat Den State Park. Prepared for the Iowa State Conservation Commission by R. Neumann Associates, Iowa City, Iowa. February 1979.

5 0 7 "IOWA HISTORICAL MOMENT" FACT SHEET APROJECT OF KDSM-TV (DES MOINES) & THE STATE HISTORICAL SOCIETY OF IOWA

ROUND BARNS IN IOWA

Excerpts below from Without Right Angles by Lowell Soike.

"The round barn," cheered B.J. Diers in 1914, "is getting to be quite the thing out here in Iowa." Its future seemed bright, indeed. After all, this carpenter and builder from Granville had just erected an im- mense ninety-foot version on a farm in northeastern Plymouth County and found, to his delight, "favorable comments coming from everyone who has seen it." And now, during the winter months, he was busy putting the finishing touches on a design for an eighty-four-foot model to be built in the spring. Others shared his enthusiasm. A seventy-foot Iowa round barn with self-supporting roof, portrayed in the "Breeder's Gazette," drew the editor's praise as being "solid as a rock" and "just the thing for a windy country." Meanwhile, when the farm journal Field Illustrated featured a hollow-clay-tile version from Iowa, its editor claimed that "hundreds of Iowa farmers have taken a liking to barns of this design."

Yet within a decade editorial and other support for the barns had evaporated, and today the traveler sees few round barns across the state. Despite their relatively small number, however, one would be mistaken to dismiss the round barn as some fleeting expression of Americans' past eccentricity. Its story, in fact, illustrates far more namely, the experimental phase of a movement that aimed to make farm practices more efficient and economical. What we think of as the "traditional" Iowa farm has in fact always known constant change. Today the farmstead is increasingly horizontal, as farmers embrace long, sleek, metal, single-story pole buildings for housing their machinery or mechanized hog-raising operations. This visible recent trend, however, obscures a gradual and more fundamental change spanning several generations: farmers' adoption of the circular form for buildings and structures. If farmers of the 1880s could return to view the farm of the 1980s, many, if not most structures would appear to them strange and bewildering. They would find buildings broken up and softened by infusions of circular buildings and structures from silos to slurry tanks, from grain bins and feed-mixing bins to corn cribs and water tanks. Among the earliest, and certainly the most spectacular agricultural uses found for the circular form came when farmers introduced the round barn to the farm.. .." (p. 2)

".. The barns appeared during two periods in Iowa the 1800s and the years between 1905 and 1920. Additional patterns emerge if this broad trend of construction is broken down into types of round barns: octagon, true-round, and other polygonal barns- Octagon barns completely dominated the first period, while true-round barns prevailed during the second. Other polygonal barns the six, ten, twelve, and sixteen-sided varieties could be found scattered throughout both periods, though most were built between 191 0 and 1920...." (p. 3) "The enthusiasm for building round barns in Iowa coincided with two surges of general barn-building. One wave of barn construction in Iowa that peaked in the early 1890s overlapped a time of round barn popularity, and a second peak, occurring about 1910, came exactly when round barn construction hit full stride. The fortuitous correspondence between general barn construction and interest in the round barn may explain why the state has so many good examples of this unusual building." (p. 5)

Bibliography

Alexander, C.O. "A Round Clay Tile Barn." American Carpenter and Builder 15 (1913): 64-65. Perrin, Richard W.E. "Circle and Polygon in Wisconsin Architecture: Early Structures of Unconventional Design." Wisconsin Magazine of History 47 (1963): 50-58. Soike, Lowell. Without Right Angles. Iowa City: Penfield Press, 1983. Welsch, Roger L. "Nebraska's Round Barns." Nebraska History 51 (1970): 49-92. Westerfield, Richard. "There's Character in Barns." Iowan 12 (1964): 36-40.

THE RURAL ELECTRIFICATION ADMINISTRATION

Thomas Alva Edison harnessed the power of electricity in the late nineteenth century. In 1879 he invented the incandescent lamp. By 1882 he had opened the Pearl Street Station, generating and delivering electricity throughout New York's lower Manhattan district. By the turn of the twentieth century, every major American city had electricity. It spread rapidly to smaller cities and towns. But power companies considered the prospect of extending power lines to rural areas too expensive. So rural America did not participate fully in this technological advance. Only 15 percent of rural Americans had electricity in 1920. That situation contributed to a growing estrangement between urban and rural Americans.

The Rural Electrification Administration (REA) was established in 1935 as one of the Roosevelt administration's New Deal programs. It provided loans for rural Americans to form cooperatives that could supply electricity to rural areas. During the depths of the Great Depression, many rural Iowans came up with the five-dollar fee to join their newly authorized local Rural Electric Cooperative. Then they went out and purchased irons, radios, washing machines, and vacuum deaners. By 1940, 40 percent of Iowa farms had electricity. This jumped to 90 percent by 1950. The everyday lives of rural Iowans changed drastically overnight when electricity arrived. Farms became more productive. Much of the drudgery was removed from housework. And radios next to electric irons the most popular of all electric appliances in the 1930s brought entertainment and information into the living rooms of rural Iowans, breaking down some of their feelings of isolation from the modem world.

OTHER FACTS:

The first day that cooperative lines carried power to an Iowa farm was in December 1936, when the Boone Valley Electric Cooperative energized its lines. The first loan approved by the REA for construction of a generating plant went to the Federated Co- operative Power Association of Hampton, Iowa, which began supplying electricity to customers in March 1938. The plant still stands. During WW II, the REA instituted a REA Production Award to draw attention to the ways electricity could boost wartime production on the farm. The first winner, in 1943, was the Ralph Childs family from Delaware County, Iowa, a member of the Maquoketa Valley Rural Electric Cooperative. A survey found that of the members of a rural cooperative less than one year old: 84.3% had purchased electric irons and radios, 63.2% washing machines, 48.2% vacuum deaners, 35.5% toasters, 27.1% electric motors, and 16.2% electric water pumps.

Bibliography

Pence, Richard A., ed. The Next Greatest Thing, Washington, D.C.: The National Rural Electric Cooperative Association, 1984. Severson, Harold. Rural Iowa Turns on the Lights. Midwest Historical Features, 1965. This book contains a brief general history of the REA and short historical sketches on individual rural cooperatives. Childs, Marquis. The Farmer Takes a Holiday: The Electric Power Revolution in Rural America. Garden City, NY: Doubleday & Co., 1952. Bonney, Margaret. Electricity Comes to the Farm. A brochure accompanying an exhibit by that title at the Midwest Old Threshers Museum in Mount Pleasant, Iowa. Fink, Deborah & Schwieder, Dorothy. "Iowa Farm Women in the 1930s: A Reassessment." The Annals of Iowa 49 (1989): 570-90. Hearst, James. "Farm Life When the Power Changed." Palimpsest 60 (1979):156 -61. Power and the Land. A classic documentary film produced in 1939 and distributed by RICO Radio Pictures. It is the "before and after" electricity story of a family in rural Ohio.

509 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES AND THE STATE HISTORICAL SOCIETY OF IOWA

SNAKE ALLEY BURLINGTON, IOWA

Snake Alley, connecting Burlington's downtown business district and the shopping area on North Sixth Street, is called the "Crookedest Street in the World." Constructed in 1894 as an experimental street design, Snake Alley was listed in Ripley's Believe it or Not and rivals San Francisco's famous Lombard Street for the "Crookedest" title. Three German immigrants designed and constructed the road, reminiscent of the streets in their Euro- pean birthplaces. Burlington, built in a valley, had to develop roads that climbed the steep hills surrounding the town. Snake Alley was built to provide a direct route up one of the hills, climbing a nearly perpendicular slope through its repeated switchbacks that reduce the grade. Burlington legend says that fire horses were tested with a gallop up the alley. Horses still breathing after ascending the curves were judged worthy of pulling the city's fire equipment. Snake Alley was listed on the National Register of Historic Places in 1974. Several homes bordering the alley date to the 1850s, 1860s, and 1870s, and give a Victorian feel to the winding street.

THE SURF BALLROOM & BUDDY HOLLY CLEAR LAKE, IOWA

The February 3, 1959, headline of almost every Iowa newspaper blared the death of Buddy Holly, the 22-year-old rockabilly legend famous for such hits as "Peggy Sue." Holly, along with co-performers Ritchie Valens and the "Big Bopper," and Iowa pilot Roger Peterson, died when their plane crashed outside Mason City. The musicians had just played for more than 1,000 fans at the Surf Ballroom in Clear Lake.

The Midwest was Holly's stronghold of fans, partly because of his extensive touring of small towns. But small towns didn't mean small audiences. Holly and other rock 'n' roll bands always drew large, enthusiastic crowds from surrounding areas. Iowans have not forgotten this rock idol. Each February, a memorial concert revives fifties and sixties music in the Surf Ballroom. Pilgrims in bobby socks and greased-back hair converge on Clear Lake from all over the world, proving that Buddy Holly's style of music can still pack the house.

OTHER FACTS:

Charles Hardin Holley was born in Lubbock, Texas, on September 7,1936. His mother nicknamed him "Buddy." The "e" in Holley was later left off a recording contract and the spelling stuck. In 1957, Holly put together "The Crickets," which included at different times: Jerry Allison, Larry Wellborn, Niki Sullivan, Joe B. Mouldin, and Tommy Allsup. The name would later inspire four youths from Liverpool to name their band "The Beatles." Eight singles were released by Holly and The Crickets, two of which "Peggy Sue" and "That'll Be the Day" sold over a million and a half copies. Two other Holly songs recorded without the Crickets "It Doesn't Matter Anymore" and "Raining in my Heart" were released after his death. Holly biographer John Goldrosen considered the Midwest "prime territory for rock 'n' roll stage shows." He writes, "Even the small Midwestern towns of 25,000 to 100,000 had large ballrooms which were usually filled by crowds wholly out of proportion to the size of the local population." Holly and The Crickets played in several owa towns, including Council Bluffs, Decorah, Davenport, Fort Dodge, Oelwein, and Waterloo. The Iowa plane crash was memorialized in Don McLean's song "American Pie" as "the day the music died." The first Surf Ballroom opened its doors on April 17, 1934, and hosted a number of famous acts, including Benny Goodman, Duke Ellington, Guy Lombardo, and Cab Calloway. This building burned to the ground in 1947. The Surf was rebuilt later that year a few hundred yards from the original site. The Surf continued to host big names, but the style of music began to shift from big band to rock. The first Buddy Holly Memorial weekend in Clear Lake was held in 1978, organized by a local radio station. A memorial has been erected near the entrance to the Surf Ballroom and a nearby street has been renamed "Buddy Holly Place."

Bibliography

Helene, Kathryn. "Buddy Holly: The Iowa Connection" Palimpsest 63 (September/October 1982): 151-159. The Buddy Holly Story. RCA/Columbia Pictures Home Video, 1987. Goldrosen, John. Remembering Buddy: The Definitive Biography. New York Penguin Books, 1987. Laing, David. Buddy Holly. New York: Macmillan, 1971.

TOOLESBORO INDIAN MOUNDS NATIONAL HISTORICAL LANDMARK

Toolesboro Indian Mounds National Historic Landmark, near Wapello, Iowa, is administered by the State Historical Society of Iowa. The Toolesboro Mounds are a physical manifestation of the Hopewell mortuary traditions of the Middle Woodland period of Iowa prehistory. Characterized by conical burial mounds, the Toolesboro mounds date to around 1 A.D. Hopewell sites like those at Toolesboro often contain elaborately crafted artifacts from exotic raw materials such as copper from the Great Lakes, obsidian from the Rocky Mountains, mica from the Appala- chians, and conch shell from the Gulf Coast. These materials indicate an elaborate trade network stretching from Minnesota and Wisconsin to Florida and from Iowa to New York. Artifacts such as copper awls and axes, effigy pipes, human and animal figures carved from stone, and finely made chipped stone spear points are common at such sites. Most of the original mounds at Toolesboro were destroyed during excavations in the late 1800s. Two mounds are preserved intact. This site, like all prehistoric burial sites, is now protected under Iowa law. Toolesboro has a park, a reconstructed prairie, 14 acres of woodlands, and a visitors' center. It's open daily, noon to 4 p.m from Memorial Day weekend through Labor Day weekend; noon to 4 p.m., Labor Day through October 31. Free admission. To schedule group tours or for details, call 515-281-7650.

Bibliography

Anderson, Duane. Eastern Iowa Pre-History. Ames: Iowa State University Press, 1975. Alex, Lynn Marie. Exploring Iowa's Past: A Guide to Prehistoric Archeology. Iowa City: University of Iowa Press, 1980.

C) 1992 STATE HISTORICAL SOCIETY OF IOWA TO BE USED FOR EDUCATIONAL PURPOSES ONLY

12 "IOWA HISTORICAL MOMENT" FACT SHEET A PROJECT OF KDSM-TV (DES MOINES) & THE STATE HISTORICAL SOCIETY OF IOWA

WOODBURY COUNTY COURTHOUSE Sioux CITY, IOWA

It was called an "architectural experiment.. . unusual and extreme" and it was unwanted by many citizens of Woodbury County. Despite the objections, the county board of supervisors proceeded with the plans for a new courthouse. The board's aim was to build a courthouse that would rival all other courthouses in Iowa with its architectural boldness. On January 5, 1915, the board approved Sioux Citian William L. Steele's initial courthouse proposal, with its Gothic Revival style of architecture. After gaining the board's approval, Steele turned to his Minneapolis colleagues George Elmslie and William Gray Purcell; together the three drafted a new design proposal based on their collaboration. The new sketches showed a brick building 10 stories high The upper six floors featuredan office tower rising from the 60-foot-high base that contained the main offices. The board officially accepted the sketches on December 7, 1915.

In February of 1916, the board awarded the construction contract to the Minneapolis firm Splady, Albee and Smith. Construction soon began, and on July 10, 1916, the cornerstone was laid. The buildingwas completed on March 1, 1918, at a cost of about $850,000.

The Woodbury County Courthouse is the largest public building designed by a "Prairie School" architect. Inspired by the American prairies, this architectural style emphasizes horizontal lines, earth tones, and harmony between indoor and outdoor elements.

The focal point of the courthouse is the entrance with its mighty mosaic figure that stands for the spirit of law. Classical features include columns on the west side and the dome of the rotunda. Native Ameri- can influences are contained in the terra cotta carvings. Carved buffalo heads on the rear of the building and a spread-winged eagle atop the tower suggest the vitality of the westward movement.

Today, more than seventy-five years later, the building remains mostly unaltered, and standsas an outstanding example of modern common sense and architectural accomplishment and as a testa- ment to the enthusiasm of its early supporters.

Bibliography

Mansheim, Gerald, and William Silag, "William Steele's Silent Music," Palimpsest 62 (March/Apri11981): 44-55. Pratt, LeRoy George, The Counties and Courthouses of Iowa. Mason City: Klipto Printing and Office Supply Co., 1977, 336-339. Stanek, Edward and Jacqueline, Iowa's Magnificent County Courthouses. 200-201. Des Moines: Wallace Homestead Book Co., 1976. "Woodbury County Courthouse." The Iowan 15 (Winter 1966): 4-9, 51. "Woodbury County Courthouse." The Western Architect, February 1921. Reprinted by the Woodbury County Board of Supervisors.

5 1 3 Zack Tads From the State Historical Society of Iowa 191 Indian burial mounds, including 29 Highest point above effigy mounds in the Osceola form of bears and birds. sea leve1,1,670 feet. County West eV. Effigy Mounds Okoboji National Monument Lake Found throughout One of the world's coldwater northeast Iowa. deepest fresh-water caves lakes. "Field of Dreams" Dyersville movie site. Tama Mesquakie Indian Formed when melting Settlement. glaciers left behind a Loess Hills Amana West fine-grained quartz silt President Herbert 0 Colonies Branch Hoover birthplace. that erosion has shaped Des Moines into hills. Iowa has the Each year more than most extensive deposits Madison 1 million tourists visit of loess in the world I County the 7 historic Amana except for the Yellow villages, founded in River Valley in China. Lee 1855 by German County immigrants. Lowest point LAND AREA: above sea level, 477 feet. 56,275 square miles Covered bridges; movie POPULATION: site of "The Bridges of 2,776,755 (1990 federal census) Madison County." BORDERS: Minnesota (north) Missouri (south) Mississippi River (east) Missouri River (west) Big Sioux River (northwest) State motto: "Our Liberties We Prize And Our Rights We Will Maintain" State symbols: flower - wild rose birdeastern goldfinch (also treeoak known as American goldfinch) song"The Song of Iowa" rockgeode Capital: Des Moines 11...01r Sites of national significance: Herbert C. Hoover Presidential Library and Museum, West Branch Herbert C. Hoover Birthplace, West Branch Amana Colonies, Iowa County Living History Farms, Urbandale Effigy Mounds National Monument, near Marquette Sites that people like to visit in Iowa: Amana Colonies Covered bridges of Madison County "Field of Dreams" movie-filming site near Dyersville "Albert the Bull" at Audubon "Pocahontas" at Pocahontas Boone and Scenic Valley Railroad, in Boone County Garden Grove and Mount Pisgah Mormon camp sites Lake Rathbun, Lake Red Rock, Saylorville Lake, Coralville Lake Iowa State Fair in Des Moines Villages of Van Buren, in Van Buren County Mesquakie Pow Wow near Tama Midwest Old Threshers Reunion, Mount Pleasant Hobo Days, Britt 514 Es* State Historical Society of Iowa

U.S. presidents born in Iowa: Herbert Clark Hoover, president from 1929 to 1933 U.S. vice-presidents born in Iowa: Henry Agard Wallace, vice president from 1941 to 1945 Iowans who have served on the United States Supreme Court: Samuel Freeman Miller, served from 1862 to 1890 Iowans of national recognition: Norman Borlaug, winner of the Nobel Peace Prize in 1968 Carrie Lane Chapman Catt, leader in the campaign for woman suffrage James Van Allen, nuclear physicist, discovered the Van Allen Belt John L. Lewis, labor leader, organized the Congress of Industrial Organizations Jessie Field Shambaugh, originator of the 4-H Club movement Grant Wood, artist, best known for the painting "American Gothic" George Washington Carver, African-American agricultural scientist, educated at Simpson College and Iowa State University Nellie Verne Walker, noted sculptor, created the statue of Keokuk Mary Louise Smith, first woman to be chairperson of a national political party George Gallup, creator of the polling technique that bears his name Annie Turner Wittenmyer, leader of the Sanitary Commission during the Civil War William F. "Buffalo Bill" Cody, scout, hunter, and creator of the "Wild West Show" Abigail Van Buren (Dear Abby) and Ann Landers, widely-read advice columnists in newspapers Native American Indian groups who have lived in Iowa: loway - various areas within what is now Iowa Mesquakie - moved in from eastern areas and lived along the Mississippi River; settlement in Tama Sac - moved in from eastern areas and lived along the Mississippi River Winnebago - moved in from Wisconsin and lived in northeast Iowa Pottawattamie - moved in from Michigan and lived in southwest Iowa Sioux moved in and out of northwest Iowa

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111111111 1111 Name: Date: tovo. Toe& Vorks)zget

Population: Rank in U S

Area: Rank in U S

Capital:

Nickname:

Flower:

Bird:

Tree:

Flag: (describe)

Motto:

Latitude of Des Moines:

Longitude of Des Moines:

Eastern boundary:

Western boundary: Governor

Number of counties:

Date Iowa became a state:

State to join the Union

Surrounding states:

Indian tribe still owning land in Iowa: Jib toevo.Tacts1411076A Nae/SVer)tRY

Population: 2,884,000 Rank in U.S.:25

Area: 56,290-sq. miles Rank in U.S.25 Capital: Des Moines

Nickname: Hawkeye

Flower: Wild Rose

Bird: Goldfinch

Tree: Oak

Flag: (describe) Three bands blue, white, red; eaglewith state motto Motto: Our libertieswe prize and our rightswe will maintain Latitude of Des Moines:Approx. 42° N

Longitude of Des Moines:Approx. 93°-94° W

Eastern boundary:Mississippi River

Western boundary:Missouri River Governor: Terry Branstad

Number of Counties:99

Date Iowa becamea state: December 28, 1846 29th State to join theUnion

Surrounding states: Illinois,Wisconsin, Missouri,Nebraska, South Dakota, Minnesota Indian tribe still owning land in Iowa:Mesquakie r7- ( Titnf6rieltTacts The hamburger was first introduced in Clarinda when a restaurant owner discovered a new way for making a sandwich by using ground beef. The Clarinda restaurant's chef who was from Hamburg, Germany, named the sandwich. Since 1910 Iowa has led the nation in the percentage of people who can read and write. Iowa's literacy rate is 99%. The Iowa Capitol Building has 27 fireplaces. The Maytag washer was invented in 1907 in Newton by Howard Snyder and marketed by Fred L. Maytag. William Morrison of Des Moines in 1890 built the first successful car in the United States. His electric car sat 12 people and traveled at 20 miles per hour. In the United States, Iowa has the most per-capita participation of girls in high school competing in sports. In 1835 when Stephen Kearney explored Iowa, the prairie grass was so high that the soldiers could tie knots of grass over the backs of their horses. All of the Cornell College campus in Mount Vernon is listed on the National Register of Historic Places, and is the only campus in the U.S. to have that designation. The oldest building in Iowa is a one-room school house on the Mathias Ham House Historic Site in Dubuque. If all the shelves in the law library of the Iowa Capitol Building were laid end to end they would stretch more than 4 miles long. The entire town of St. Donatus is listed on the National Register of Historic Places. Most Iowa counties have a low population density: less than 50 people per square mile. The Republican Party was first organized in Crawfordsville, Iowa. The Cherry Sisters were vaudeville performers at the turn of the century. They were so bad that a net was used on stage to protect them against food and debris that the audience threw at them. The first McDonald's restaurant in Iowa was opened in Davenport in 1958. Fairfield was the second town west of the Mississippi to have electric lighting and the first in the nation to have a public power system. The first sponsored kite tournament was held in 1926 in Sac City. There were 183 kites entered in the competition. The first public highway in Iowa was built in 1849 in Lucas County.

516 Tin?taVfrogTacts The first Iowa State Fair was held in 1854 in Fairfield with 16 counties participating. Iowa has lost half of its top soil since pioneers first plowed the prairie. The Des Moines Register has won more Pulitzer Prizes than any othernewspaper in the country, except the New York Times.

Iowa's first train robbery took place in 1873 when Frank and Jesse James robbeda Rock Island train close to Adair and stole $3,000.

Iowa's first fire department was organized in Carroll in 1875 and had 20 members.The only firefighting equipment the department had were buckets. The University of Iowa was the first public university in the United Statesto admit women and men on an equal basis. In the late 1800s LeMars had a famous polo team. It would cost over $1,000,000 to clean and preserve the Civil War flags showcased in the Capitol. In 1940, Iowa's first city swimming pool was constructed in Cedar Rapids. The dome of the Iowa Capitol building in Des Moines is covered with sheets of 23-carat gold. The sheets are so thin that 250,000 of them piled together wouldmeasure one inch high. The combined weight of all the sheets of gold on the dome is 100ounces. Hospice and Employee Assistance Program (EAP), two nationalprograms contributing to the physical and mental well-being of Americans, were first developed in Iowa. Iowa's Capitol building has a prairie boulder as its cornerstone. The stonewas laid in 1871 and was 7 foot long, 3 foot wide, and 3 foot thick. Forty itemswere placed in the cornerstone which included $40 in gold and silver and a membership list of the Monroe Cornet Band. Fifteen Iowans have served in the Cabinets of 13.presidents of the United States. One of three places settled by the Icarians was Adams County. Thegroup was the longest existing, non-religious, communal experiment in U.S. history. The Duesenberg brothers operated a bicycle shop in Garner and later created the Dusenberg automobile. The original Red Delicious apple was discovered as a chance seedling in Madison County in 1850 and it became the leading U.S. variety. The Fenelon Place Elevator in Dubuque is the world's steepest and shortest railway.

519 Yttaei 1.491Arisg Tacts In the 1920s, Earl May started the radio station KMA in Shenandoah to prOmote his seed business and the station was heard worldwide. An important event at the 1941 Iowa State Fair was the National Tall Corn Contest; the winning cornstalk was over 23 feet tall. The art calendar industry originated in Red Oak. The Thos. D. Murphy Co. has been in business for over 100 years and is the leader in the advertising specialty field. Cap'n Crunch Cereal was developed in the early 1960s in Cedar Rapids. In 1881, Barnum & Bailey's Circus stopped in Cedar Rapids and displayed the first electric lights seen in Iowa. The Hart-Parr Company in Charles City coined a new word in 1871 when they used "tractor" to describe their new machine in their advertisements. Hart-Parr was the founder of the tractor industry. Iowans read more books per capita than in any other state. Iowa is the first state to offer legal riverboat gambling. Christian Nelson from Onawa invented the Eskimo Pie and teamed with confectioner Russell Stover to produce the Eskimo in 1920. Nelson also developed an insulated jug for selling Eskimo Pies at newsstands and by street vendors. The Quad-City Times newsroom was the first all-electronic newsroom in the world. There is only one town named Maquoketa in the world. Snake Alley in Burlington has been called the crookedest street in the world by Ripley's Believe It or Not. Iowa is the only state bordered by two navigable rivers. Wright County has the highest percentage of grade-A topsoil in the U.S.

520 Puzzle Page

13 IT ACROSS

1. Iowa's state bird 3. Nickname for an Iowan 6. Abbreviation of a land grant university at Ames, Iowa 8.The color of the sky on a warm windy Indian Summer day DOWN 9. The Indian chief of the Sac tribe, who is famous for initiating an Indian War in 1832. He lived in 2. This man was an infamous robber. He is ac- Iowa but the war took place in Illinois credited with commiting the first train robbery 12. The Jesuit Priest, who over 300 years ago with in the United States. That robbery took place a party of explorers, was the first white to step on near Adair, Iowa (last name only) Iowa soil. 4. Iowa's state tree 13. Of all the Indian tribes, who once lived in Io- 5. The capital of Iowa is wa, this was the only one to return to the state and 7. A three dimensional square is a purchase land. This tribe still lives here today. 10. A favorite holiday in the fall, which is associ- 14.These animals howl at night and are relatives ated with witches and a full moon. of the domestic dog 11. A man who came west very early to paint pic- 15. A person, a place or a thing, is this part of tures of Indians. He painted pictures of many In- speech. dians in-the Iowa area.His paintings are very fa- 17. This man was a famous artist. He is probably mous today. His name is George most famous for his painting entitled "American 13. A city in the far southeastern corner of the Gothic" (last name only) state. Before it was a city there was the first defen- 21. A person who forged ahead into the frontier sive enclosure in the area which is now Iowa, lo- to clear land and build settlements is called a cated in that same area.The time was between 22. The name of the location where an agricultural 1807 and 1812. business is pursued 16.The side that Iowa was on during the Civil 23. When a person wants to travel from one city War to another, the person usually travels on a 17. The area which is now the state of Iowa was in 24. It is not a son, but the this territory until 1836. 18.Iowa has received many immigrants from this 25. The State of Iowa obtained this on December Scandinavian country 28, 1846 19. This man was a Civil War General and was an engineer, who helped to plan the railroad which be- Published by gan at Council Bluffs, where he lived, and went to the State Historical Society of Iowa the west coast. Grenville 402 Iowa Avenue Iowa City, Iowa 52240 20. The season which follows fall is LYON I, OSCEOCAMCKIN-807-1 r7; miZy --MEOS;UTH-17INNEBA(70171/0RTH Basic Map of Iowa . MITWELL I HOWARD IWINNESHIEK IALLAMAKEE 'SIOUX OBIIIEN TLGy " I PA! LO ALTO " I" HANCOCK liERRO GORDO 1.... " .I " I "I ____I___ " 1" L I FLOYD CHICKASAW 4 I i I " 4-- " 'FAYETTE CLAYTON I I I I .I . WRIGHT . I . BREMER . "I PLYMOUTH 1 CHEROKEE IBUEN A V140OAHOTAS HUMBOLDT I FRANKLIN "I BUTLER I I W000BURY I .1.1 i ;RD 1I CALHOUNThi1 f-i.. WEBSTER !i HAMILTON 1111ARDIN i ._IBLACK HAWK 'BUCHANANL._._.t_.-.-.1._._._,. DELAWARE DUBUQUE .1 I*-1 1" " LI I j..... 1 " " t...._ I L. " .4. I 1 TAMA j BENTON ii I JONES 17:71. JACKSON -- MONONA i !CRAWFORD I CARROLL ! OREENE i TSTORY _j_ _r._.1_ -177.1.--.1 I i LINN ! L I BOONE I .L. I MARSHALL i I. HARRISON I "I I! 1 I i ...... Ii .i. I I I .10EDAR I I CLINTON . --. --..r_._.._...... ,....1.. .r-. - -. --...... "j1 SHELBY iIAUDUBON 1 GUTHRIE I I! DALLAS I POLK L I JASPER ...... I POWESHIEK :IOWAI .. I. .. I JOHNSON I I SCOTT 1 LI le Li II I 1 U SCATINE --i I POTTAWATTAMIE I CASS 1 ADAIR . MADISON I WARREN 1 MARION MAHASKA ( KEOKUK L. ...J.IWASHINGTONH hi , I I "I ! " i I I I L079/7"- I I MILLS I;MONTOOMERT ADAMS i j I .L. 1UNION " 1. CLARKE I LUC. AS1 "MONROE i_ I _I. " I,_; WAPELLO i-.-r.-.L....1.-.1., "I JEFFERSON 1 HENRY i 1DISMOINES' FREMONT I PAGE x 1 TAYLOR -.L ....I...... j...... i !RINGGOLD . . . . ; DECATUR I WAYNE 1 APPANOOSE I DAVIS j i I VAN BUREN I.... ILEr 522 5441e I to to 20 30 I 40 1 50 401431 523 t .;"iiii 01 ., f :Ii\ ,..-4.C".CftoIhilb vj Oil .a4 CNI % l'IN.116w - ' 41\4.ilt r4S ..1.1 '-'=0,'. ..;11f.,,,,,-)- Ve I .,4 %.1),L., Ir.* r .7 IF I. . rw i r- '4k ...... ,;, ,,kef#-Jr:ft- ",'''elri7- 1 / ... , %WI : ; % ' .4.1N :N., ,,, ,. . -r. :.-:,, ,-,... . IF \_ ;,' AM Sense of Place: An Interdisciplinary Framework

Developed by North Central Regional Educational Laboratory and Educators From Across the State of Iowa

During the late 1980s members of the Iowa Rural Advisory Council The theme that emerged from the symposium was that this conceptualized the Sense of Place project and presented the idea curriculum could be a tool to enhance students' skills, values, and to the North Central Regional Educational Laboratory (NCREL). self concept through an awareness, understanding, and apprecia- The Council identified a dilemma that has been confirmed by the tion of their local area. One of the teachers described it as the most recent census: Iowa has been facing a population decline for "global diversity nested doll approach": individual fi family fi the past decade. school fi community fi world. A Sense of Place framework, as envisioned at the symposium, is a multifaceted approach to Though education alone cannot reverse this trend, education can learning that acknowledges the value, distinctive characteristics, become a strong force in helping students understand their and needs of each student and community. heritage, their role in the community, and their place in the future. A sense of pride and security in their past will give students the With these concepts in mind, participants developed a general roots and the knowledge they need in order to plan with confi- curriculum framework that is appropriate and meaningful to each dence for their future. possible site. It involves: a statement of purpose, objectives, general topics, and proposed outcomes to be achieved by Sense of In a joint effort with six Area Education Agencies in Iowa Place. The advantage of this structure is that it does not impose (Keystone, Grant Wood, Mississippi Bend, Southern Prairie, another activity on teachers, but is imbedded in the existing Western Hills, and Lakeland) NCREL began to plan the Sense of curriculum while also enriching and expanding it. At its best the Place symposium. NCREL worked to develop broad project goals, Sense of Place curriculum is interdisciplinary and continually identify participants, and lay the symposium groundwork. enhances the learning environment by using the students' own Members of the group agreed that the format for the curriculum lives as a point of reference. It thus ensures meaningful learning. should be decided by the educators attending the symposium. Rather than impose concepts on the teacher-participants, NCREL An interwoven partnership linking the school, community, and would act as a facilitator, securing information and speakers while students lies at the heart of the Sense of Place curriculum. This enabling the practitioners themselves to develop the curriculum. partnership hglps young people develop a sense of appreciation NCREL would continue to coordinate all activities through the for their heritage, stewardship for their area, and empowerment year. for their future. While each partner figured prominently in the goals, topics, and outcomes of the curriculum, the teacher's role is In July 1994 the Sense of Place Symposium brought together that of catalyst whose responsibility is to create an environment teachers, administrators, and intermediate agency personnel from that encourages sharing between the community and its young across the state of Iowa. The group hoped to develop a framework citizens. for the Sense of Place curriculum. The participants, who determined the direction of the project and its goals, were profession- The curriculum framework that follows is a guide for developing als working on a daily basis with studentssome of whom specific lessons that reflect the uniqueness of each setting. The eventually will leave Iowa in search of "the better life," and some lessons that evolved are based on the interests/needs of the of whom will remain to help shape the future of the state. learners, research resources available, community resources/ needs, and the educational environment. This approach takes into As one participant said: "We wanted to help the young people to account that a valuable and exciting lesson in Sioux City may not base their decisions on the best possible information and also give be at all appropriate or feasible in Douds. Sense of Place is meant them a connectedness with their community." to provide teachers with a focus for their instruction and a vehicle The discussion concerning the rationale for the curriculum was as with which to include others in the learning process. diverse as the communities represented. Some of the participants The following purpose statement is the lens through which the came from urban areas; others lived and worked in very small project should be viewed: towns. While some of the communities were experiencing economic growth, others were encountering employment "A Sense of Place, for an individual, is a connection between problems. Several teachers worked with children coping with where you are and where you came from, which leads to where emotional problems caused by family situations; other teachers you will go. When explored through education and when involving experienced this problem to a much lesser degree. This diversity communal dialogue and local resources, this connection will result gave the sense of place concept even more validity because it in the students, school staff, and community developing an resonated with all the participants regardless of where they lived, awareness, appreciation, and stewardship for their area." what grade level they taught, or what experience they brought to the symposium. NOTE: Study units generated by the "Sense of Place" rr Project are integrated with the lesson plans in section 3 .3 of this binder. Educators participating in development of this project:

Louise Thum Keystone Area Education Agency Elkader, Iowa

Bonnie Schoentag Starmont Middle School Arlington, Iowa

Ellen Howard Starmont Middle School Arlington, Iowa

Marlene Gaston Mississippi Bend Area Education Agency, Bettendorf, Iowa

Mike Macklin Maquoketa Middle School Maquoketa, Iowa

Cindy Wiese Maquoketa Middle School Maquoketa, Iowa

Jim Davis Grant Wood Area Education Agency Cedar Rapids, Iowa

Jeff Foster Mid-Prairie Junior High School Ka lona, Iowa

Diane Allen Mid-Prairie Junior High School Kalona, Iowa

Susan Sax Mid-Prairie Junior High School Ka lona, Iowa

Lori Grimm Southern Prairie Area Education Agency, Ottumwa, Iowa

Paula Countryman Van Buren Elementary School Douds, Iowa

Marlene Sprouse Albia High School, Albia, Iowa

Dr. Bruce Hopkins Western Hills Area Education Agency, Sioux City, Iowa

Dr. Judy VanMiddendorp Western Hills Area Education Agency, Sioux City, Iowa

Jeanette Hopkins Roosevelt Middle School Cherokee, Iowa

Jani Jo Simonsen West Middle School, Sioux City, Iowa

Mary Maly Lakeland Area Education Agency Cylinder, Iowa

David Johnson Lakeland Area Education Agency Cylinder, Iowa

Diane Dean Okoboji High School, Milford, Iowa

Bob Duncan Okoboji High School, Milford, Iowa

Owen Primavera Okoboji High School, Milford, Iowa Iowa Writing Project Teachers: Tony Tremmel Crestwood Junior High School Cresco, Iowa

Diane Janicki Fair Oaks Middle School Fort Dodge, Iowa

North Central Regional Educational Laboratory (NCREL) staff: Mary Anderson NCREL, Oak Brook, Illinois

Lynne Huske NCREL, Oak Brook, Illinois Recommended Readings in Iowa History

This list is an impressionistic, subjective selection of standard Century America. (Lexington, KY, 1988). works in Iowa history. It has evolved as a resource for new Sage, Leland. "Rural Iowa in the 1920s and 1930s: Roots of staff members of the State Historical Society of Iowa. We've the Farm Depression," Dorothy Schwieder, "Rural Iowa in the picked those selections we believe to be seminal works in 1920s: Conflict and Continuity," and Joseph F. Wall, "The Iowa various areas in state history, recognizing that others could Farmer in Crisis, 1920-1936." also be included. We've assigned categories, also recognizing All in the Annals of Iowa 47 (1983): 91-127. that many articles appear on this list largely because they cross boundaries and make connections among several fields of Town building: inquiry. Atherton, Lewis. Main Street on the Middle Border. (1954; reprint; Bloomington, Ind., 1984). This is a growing, changing list. If you have suggestions for additions or deletions, please let us know. Morain, Thomas. Prairie Grass Roots: An Iowa Small Town in the Early Twentieth Century. (Ames, 1988).

GENERAL Modernization: Danbom, David. The Resisted Revolution: Urban America and Sage, Leland. A History of Iowa. (Ames, 1974). The current the Industrialization of Agriculture, 1900-1930. (Ames, 1979). standard college-level overview textbook. Detailed picture Kirschner, Don. City and Country: Rural Responses to Urbaniza- especially of political and economic trends. tion in the 1920s. (Westport, Conn., 1970). Schwieder, Dorothy, ed. Patterns and Perspectives in Iowa Indians: History. (Ames, 1973). A collection of articles highlighting Bataille, Gretchen; David Gradwohl, and Charles Silet, eds. The important subject areas in Iowa history. Worlds Between Two Rivers: Perspectives on American Indians Schwieder, Dorothy. "Iowa: The Middle Land." In Heartland: in Iowa. (Ames, 1978). Comparative Histories of the Midwestern States. (Bloomington, Green, Michael. "'We Dance in Opposite Directions': Ind., 1988). Summarizes in one chapter the key themes to Mesquakie (Fox) Separatism from the Sac and Fox Tribe." Iowa's past. If you read only one general work, read this one. Ethnohistory 30 (1983): 129-40. Wall, Joseph. Iowa: A Bicentennial History. (New York, 1978). A McTaggart, Fred. Wolf That I Am: In Search of the Red Earth personalized essay on Iowa development. A briefer look at People. (1976; reprint; Norman, Okla., 1984). important themes. Women: Fink, Deborah. Open Country, Iowa: Rural Women, Tradition SUBJECT HISTORIES and Change. (SUNY Press, 1986). State and local history: Lensink, Judy. "A Secret to be Burried": The Diary and Life of Gardner, James B. and George Rollie Adams, eds. Ordinary Emily Hawley Gillespie, 1858-1888. (Iowa City, 1989). People and Everyday Life: Perspectives on the New Social Noun, Louise. Strong-Minded Women: The Emergence of the History. (Nashville, TN 1983). Woman-Suffrage Movement in Iowa. (Ames, 1969). Marty, Myron and David Kyvig. Nearby History. (Nashville, TN Riley, Glenda. Frontierswomen: The Iowa Experience. (Ames, 1982). 1981). Agriculture: Politics: Bogue, Allan. From Prairie to Cornbelt: Farming on the Illinois Dykstra, Robert. "IowaBright Radical Star." In Radical and Iowa Prairies in the Nineteenth Century. (Chicago, 1963). Republicans in the North: State Politics During Reconstruction. Friedberger, Mark. Farm Families and Change in Twentietlrt-1 ;2 7Ed. James C. Mohr. (Baltimore, 1976). Jensen, Richard J. The Winning of the Midwest: Social and Political Conflict, 1888-1896. (Chicago, 1971; especially chapter 4, "Iowa, Wet or Dry?")

Winebrenner, Hugh. The Iowa Precinct Caucuses: The Making of a Media Event. (Ames, 1987). Radical tradition: Cumberland, William. "The Red Flag Comes to Iowa," Annals of Iowa 39 (1968): 441-54.

Scharnau, Ralph. "The Knights of Labor in Iowa," Annals of Iowa 50 (1991): 861-91.

Stromquist, H. Shelton. "Town Development, Social Structure, and Industrial Conflict" In A Generation of Boomers: The Pattern of Railroad Conflict in Nineteenth-Century America. (Urbana, III., 1987). African Americans: Bergmann, Leola Nelson. The Negro in Iowa. (1949; reprint; Iowa City, 1969).

Schwieder, Dorothy, Elmer Schwieder, and Joseph Hraba. Buxton: Work and Racial Equality in a Coal Mining Community. (Ames, 1987).

523 National History Education Network

The National History Education Network, headquartered at the identify and promote resources that foster deeper under- University of Tulsa, is a coalition of organizations committed to standing of the histories of women and people of color strengthening history education in the schools. It serves as both a clearinghouse for information related to the teaching of NATIONAL HISTORY EDUCATION NETWORK history and an advocate for improved history education at the American Association for Higher Education primary and secondary levels. American Association for State and Local History This directory of Network organizations gives information about the educational programs if its members. In addition, the American Council of Learned Societies Network published a quarterly newsletter, The Network News, American Historical Association that provides more detailed descriptions of materials, (magazines, books, pamphlets, videos, lesson plans) and opportuni- American Studies Association ties (conferences, fellowships, workshops, summer institutes) available to history and social studies teachers. The newsletter California History-Social Science Project is distributed to both organizations and individual members. CHART In its role as an advocate for history education, the Network Friends of International Education undertakes to influence policy-making in the following areas: History Teaching Alliance high school graduation requirements James Madison Memorial Fellowship Foundation teacher certification requirements National Archives and Records Administration textbook adoption policies National Center for History in the Schools course and curriculum content requirements and guidelines National Center for the Study of History history teaching and learning in community and cultural institutes National Council for History Education

The Network promotes the professional development of history National Council for the Social Studies teachers by publishing information and coordinating activities that: National Council for Public History

support closer collaboration among primary and secondary National History Day school teachers, college and university history departments, National Museum of American History, Smithsonian Institution schools of education, museums and historical organizations, libraries and archives, and other educational institutes. National Register of Historic Places

encourage colleges, universities, and professional organiza- National Trust for Historic Preservation tions to recognize contributors to the promotion of history Organization of American Historians education Organization of History Teachers publicize and promote professional and educational opportunities for precollegiate history teachers Phi Alpha Theta

increase the services offered to precollegiate history teachers PATHS/PRISM by professional association and other organizations Social Studies Development Center identify and support strong preservice and graduate-level teacher certification programs Society for History Education 529 Southern Historical Association tional of Scholars, annually sending about one thousand scholars abroad and bringing an equal number here. Through Southwestern Pennsylvania Heritage Preservation Commission the Committee on Scholarly Communication with China, ACLS U.S. Department of Education has on office in Beijing. ACLS has equipped a library in Hanoi and trained its librarians and has recently begun a specialist Woodrow Wilson National Leadership Program for Teachers institution for higher education in Ho Chi Mihn City. ACLS has been particularly active in Central and Eastern Europe during World History Association the recent transition, adding conferences and publications on constitutionalism there to its usual provision of specialty studies and language training in and for the area. AMERICAN ASSOCIATION FOR HIGHER EDUCATION (AAHE) The ACLS Elementary and Secondary Schools Teacher Curricu- Nevin Brown, Education Trust lum Development Project, now in its second year of actual American Association for Higher Education work with teachers, schools, and universities, can be described One Dupont Circle, NW; Suite 360 as follows: The project Washington, DC 20036 familiarizes teachers with current research and methodolo- 202.293.6440 gies in the humanities; FAX: 202.293.0073 encourages their development as teachers who have "the The Education Trust was created within the American for habit of scholarship;" Higher Education to work toward simultaneous reform of the educational system on all levels, from kindergarten through disseminates those materials and supports its teacher-fellows postsecondary. Through its various initiatives, the Trust aims to as facilitators or similar efforts by their colleagues. strengthen the connections between K-12 and higher education at the local, state, and national levels and to increase Given its broad intentions, the project varies enormously from significantly the number of poor and minority students in the place to place,1 but its essence is a system of workshops at nation's urban communities who successfully complete four university campuses, where teachers from public schools years of higher education. Current goals include: connecting become familiar with contemporary objects of scholarly study reform-minded educators with each other and with education and current methods by which those studies take place, learn activists from business and community groups; focusing higher how to remain in touch with those matters, and learn how to education institutions on needed changes in the way they do put their colleagues in tough with them also. The ACLS business in order to support K-12 reform and improve student workshops provide teachers with an opportunity for reflection outcomes at the postsecondary level; improving government on their practice and their subjects; most importantly, the policy to provide support for collaborative systems reform. experience of scholarship is central to the design of each workshop. The content focus of this project has best taken AMERICAN ASSOCIATION FOR STATE AND LOCAL advantage of the specific resources of ACTS as the organization HISTORY (AASLH) has gained experience working with the public schools. Patricia Gorden Michael, Executive Director American Association for State and Local History ACLS collaboratives are housed at Harvard, the University of 530 Church Street, Suite 600 Minnesota, the University of Colorado, and the University of Nashville, TN 37219-2325 California campuses at Los Angeles and San Diego. Sites at the 615.255.2971 University of Milwaukee-Wisconsin and the University of British Columbia are to be added for the 1994-95 academic AMERICAN COUNCIL OF LEARNED SOCIETIES (ACLS) year, the last year of funding under current grants. The Stanley Katz, President collaboratives involve teachers in a broad range of districts: Michael Holzman, Education the Brookline Valley, Cherry Creek, Denver, and Weld school American Council of Learned Societies districts in Colorado; the Los Angeles and San Diego districts; 228 East 45th Street Milwaukee; and a set of districts in British Columbia. New York, NY 10017-3398 212.697.1505 AMERICAN HISTORICAL ASSOCIATION FAX: 212.949.8058 James B. Gardner, Acting Executive Director The American Council of Learned Societies is a private organi- 400 A. Street SE zation that represents humanities scholarship in the United Washington, DC 20003 States, both domestically and internationally; that specifically 202.544.2422 represents over fifty constituent societies; and that seeks and FAX: 202.544.8307 provides support for research in the humanities. The members Organized in 1884 and chartered by Congress in 1889, the of its constituent societies include historians, literature American Historical Association is the nation's largest and specialists, economists, anthropologists-the full range of oldest professional historical organization, bringing together scholars in the arts, humanities and social sciences. For nearly 5,000 institutions and 16,000 individuals form all seventy-five years ACLS has supported the best research in the geographical, chronological, and tropical specializations and arts, humanities and social sciences, providing fellowships, all work contexts. organizing conferences, sponsoring publications. ACLS helped Early evidence of the Association's concern with K-12 teaching found the National Endowment for the Humanities. It manages was the role played by AHA leadership in the Committee of Ten the Fulbright Scholar program through the Council for Interna- (1893), the Committee of Seven (1889), the Committee of the 530 National History Education Network

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Social Studies (1916), the AHA Commission (1929-34), and the Cosponsorship of National History Day, including certificates establishment in 1969 of the AHA's Education Project, funded for all teachers in the state and national contests and compli- by the Office of Education. The revision of the AHA's constitu- mentary memberships to the teachers of all first place winners tion in 1974 included the establishment of the Teaching at the national contest Division, the only elected body in the profession specifically charged with developing teaching programs. Related projects include:

Current efforts under the direction of the Teaching Division The development and publication of Liberal Learning and the include: History Major, which addresses the preparation of K-12 history teachers, as part of the Association of American Colleges and A special joint K-12 membership packet with the Organiza- Universities' project on Liberal Learning, Study in Depth, and tion of History Teachers and the Society for History Education. the Arts and Sciences Major

Adopting a statement on diversity in teaching and guidelines Participation in Syracuse University's project on Institutional for the preparation of secondary school history teachers. Priorities and Faculty Rewards, including the publication of "redefining Historical Scholarship," the report of the AHA Ad Sponsoring the Eugene Asher Distinguished Teaching Award Hoc Committee on Redefining Scholarly Work, which addresses (with the Society for History Education), the Nancy Lyman the rewards for school/university collaboration Roelker Mentorship Award, and the James Harvey Robinson Prize (for outstanding teaching aid) The Teaching Division is trying to develop two new prizes for teaching (one for K-12), has begun planning for a conference Sessions on teaching and a luncheon for Advanced Place- and related programs on conceptualizing the world history ment history teachers at the annual meeting and a special course, and is working on several new pamphlets, including a invitation and registration category for K-12 teachers revision of Preparation of Secondary School Teachers.

Cosponsorship of regional teaching conferences AMERICAN STUDIES ASSOCIATION (ASA) Publication of pamphlet series"The New American John F. Stephens, Executive Director History," "Global and Comparative History," "The Columbian American Studies Association Encounter," "Diversity within America," and "Bicentennial 2101 South Campus Surge Building Essays on the Constitution"as well as individual pamphlets University of Maryland such as "Teaching History with Alm and Television" College Park, MD 20742 301.405.1364 The "Teaching Innovations" column in Perspectives and the FAX: 301.314.9148 publication on an anthology of columns in History Anew: The E-Mail: John F. [email protected] Teaching of History Today Chartered in 1951, the American Studies Association has Special projects such as the Historian and the Moving-Image approximately 4,000 members representing many fields: Media Project (funded by NEH), which included workshops, a history, literature, religion, art, philosophy, music, science, video compilation and the teacher's guide, and a monograph folklore, ethnic studies, anthropology, material culture, museum studies, sociology, government, communications, Cosponsorship (with the American Political Science Associa- education, library science, gender studies, and popular culture. tion) of the Bill of Rights Education Collaborative (funded by Members approach American culture form many directions but the Pew Charitable Trust) have in common the desire to view America as a whole rather Participation in the development of the framework for the than from the perspective of a single discipline. One goal of 1994 National Assessment of Educational Progress and of the Secondary School Task Force of the ASA is to become a national history standards clearing house for information about program development and curriculum at the secondary level. In 1993 this Task Force Participation in various collaborative projects including the began a project of surveying secondary school faculty to gather National Commission on the Social Studies and the Social information about content and format of American Studies Science Associations Task Force curricula. The ASA annual meeting includes a day's worth of Establishment with the Organization of American Historians workshop presentations by secondary school teachers. The ASA in collaboration with the Organization of American Historians, of the National History Education Network the European Association for American Studies, the others to Cosponsorship with the Organization of American Historians establish an international clearinghouse newsletter, Connec- and the National Council for the Social Studies of the History tions, that will link public historians, museum scholars, Teaching Alliance archivists, teachers and others involved with the study of 0 American history and culture. The newsletter will list a wide Connecticut Humanities Alliance (CHA) is a collaboration variety of opportunities: for exchanges of housing and teaching among university scholars, teachers, and the professional staff responsibilities; for collaborative research projects; for graduate of area museums to strengthen professional development for study abroad; for sharing books, ideas, exhibition materials, andteachers and curriculum development in the humanities with a course syllabi. particular emphasis on history. CHA is state-wide program promoting innovative approaches to teaching the humanities in CALIFORNIA HISTORY-SOCIAL SCIENCE PROJECT Connecticut schools. Begun in 1989, the project seeks to build (CH-SSP) formal alliances between urban school systems, universities, Amanda Podany, Interim Executive Director museums, and other cultural institutions and philanthropies. Linda Whitney, Directory of Professional Development These alliances seek significant educational change at the local California History-Social Science Project level through curriculum reform that is interdisciplinary in University of California, Los Angeles nature, focused in orientation (i.e., which abandons the notion Gay ley Center, Suite 304 of "coverage" in favor of in-depth consideration of a 405 Hilgard Avenue more manageable number of important topics and themes), directly Los Angeles, California 90024-1372 relevant to the interests and backgrounds of the student served, 310.206.5051 and perhaps, above all, teacher-centered in construction and The California History-Social Science Project (CH-SSP) is implementation. Currently, the CHA consists of two programs: dedicated to the professional development of teachers of the Hartford Humanities Alliance and the New London/Norwich history-social science. Our programs provide teachers with time Humanities Alliance. The Hartford program, winner of the and resources to engage in research in history, geography and National Council for the Social Studies' 1992 National Award other social sciences. Post secondary faculty work closely with for Excellence and the Schwartz Prize for the best humanities the teachers, collaborating as a team in a collegial environ- council project in the nation in 1993, involves system-wide ment. Techniques of active inquiry are incorporated into the professional development for teachers and implementation of teachers' research and resulting lesson plans, in order to bring new curricula on local history to 1865 (fourth grade), migration history-social science to life for their knowledge, experience, in the United States, 1865-present (fifth grade), and cities as and exemplary teaching strategies. We believe that both the windows into world history (sixth grade). In New London and post-secondary and K-12 teachers benefit from this collabora- Norwich similar professional development in the humanities tion; each group has much to contribute to the professional has led to the development of "World History, Language and development of the other. The project places special emphasis Culture," an interdisciplinary world history, literature, art, and on meeting the needs of teachers and students from tradition- music curriculum for ninth-grade students. CHA also holds ally underrepresented groups, and of students with limited summer implementation institutes for programs already in English proficiency. We also look for ways to draw upon the place and is preparing to expand those programs to other strengths inherent in the diversity of our society, and look in communities in the State. Major funders of the Connecticut depth at the diverse backgrounds of the students in California Humanities Alliance include the Rockefeller Foundation, the schools, their cultures, and the historical forces that created our Hartford Foundation for Public Giving, the Old State House modern multicultural society. Like the other California Subject Association, the National Endowment for the Humanities, the Matter Projects, we are centrally concerned with developing Aetna Foundation, the Travelers Foundation, the Ensworth and supporting teacher leadership. Fellows of the CH-SSP go on Charitable Trust, and the Palmer Fund. to take leadership roles in their schools and districts, in CHART NETWORK MEMBER professional organizations and statewide committees, and Regina Chavez/Reeve Love within the CH-SSP itself. The ten regional sites of the CH-SSP New Mexico CurrentsHispanic Culture Foundation are located at university campuses across California, where P. 0.Box 7279 teachers have access to campus resources, such as the libraries, Albuquerque, New Mexico 87194 multi-media labs, and archives. Each site runs a three-week 505.831.8360 FAX: 505.831.8365 summer institute for teachers' many also offer a variety of year- New Mexico Currents is a public, nonprofit organization round activities such as workshops, seminars, and extension incorporated in 1983 to identify, preserve, and enhance the arts courses. If you would like to learn more about the California and humanities rooted in New Mexico's 400 year-old Hispanic History-Social Science Project and opportunities for teacher heritage through programs of education and technical assis- involvement in creating a dynamic educational environment, tance. The Hispanic Culture Foundation is compiling a document tell us about yourself and we'll put you on our mailing list. based on units, lesson plans, and other curriculum materials COLLABORATIVES FOR HUMANITIES AND ARTS developed over the past three to four years by the eleven TEACHING (CHART) elementary, middle, and high schools participating in the New Mexico Currents program; the document will be submitted to CHART NETWORK MEMBER the New Mexico State Department of Education for dissemina- Jane J. Christie, Assistant Director for Education tion statewide after June 1994. Much of the material contained Connecticut Humanities Alliance in this document will relate to history education since the 41 Lawn Avenue original theme of the Currents program was "Streams of Middletown, CT 06457-3135 History: Our Schools, Our Communities, Ourselves." 203.347.0382 FAX: 203.347.0783 CHART NETWORK MEMBER Sponsored by the Connecticut Humanities Council, and Dennis Lubeck/Sheila Onuska Hartford, New London, and Norwich School Systems, the International Education Consortium 1615 Hampton Avenue

.r-S National History Education Network

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St. Louis, Missouri 63139-3030 proposals, identifying potential funders, implementing pro- 314.647.5445 grams, and evaluating projects. The Alliance serves as a FAX: 314.647.3538 clearinghouse for information about history collaboratives and The International Education Consortium (IEC) is a not-for-profit plans to publish a handbook on how to establish and sustain a agency providing St. Louis Metropolitan area staff development local collaborative. programs and resources in the arts and humanities that emphasize international and multicultural education. IEC FELLOWSHIP JAMES MADISON MEMORIAL projects include: FOUNDATION (JMMFF) James M. Banner, Jr., Director of Academic Programs A resource center of print and video materials for teachers James Madison Memorial Fellowship Foundation and classroom use; a catalogue of items is available 2000 K. Street, NW, Suite 303 Washington, DC 20006 Programs for teachers ranging from after school seminars on 202.653.8700 timely topics to one-day workshops to summer institutes of FAX: 202.653.6045 varying length The James Madison Memorial Fellowship Foundation, a A newsletter federally endowed program designed to strengthen instruction The world since 1850: Reconceptualizing World History"a about the Constitution in the nation's schools, awards fellow- four-week summer institute offered in cooperation with ships for graduate study of the framing and history of the U.S. Washington University and funded by the National Endowment Constitution to outstanding in-service secondary school for the Humanities teachers of American history, American government, and social studies in grades 7-12 and to outstanding college seniors and A curriculum project, funded by the United StatesJapan college graduates who intend to become secondary school Foundation, to develop curriculum on Japan by providing teachers of the same subjects. At least one fellowship is seminars and travel to Japan for twenty teachers from St. Louis awarded annually through nationwide competition to a and East St. Louis recipient in each state, the District of Columbia, the Common- wealth of Puerto Rico, and taken together, the other territories. The Nineteenth Century: A Global Perspective"week-long Fellows are required to teach American History, American institute for thirty teachers funded by the Woodrow Wilson Government or social studies in secondary schools for not less National Fellowship Foundation than one year for each full year of study for which assistance An examination of the implications of national standards for was received under a fellowship. Candidates apply directly. St. Louis and Missouri Teachers must have taught or be teaching full time to qualify for a fellowship. Fellowships carry a maximum stipend of Free at Last: African American History through Documents" $24,000 over the period of study (up to two years full-time for supported by the Woodrow Wilson National Fellowship would-be teachers, up to five years part-time for in-service Foundation and presented by Leslie Rowland, Freedman and teachers) to cover the costs of tuition, fees, books, room and Southern Society Project board. Fellows must enroll in graduate programs leading to History Reading Seminary on Race in Americathree after master's degrees in history, political science, or education at school sessions using published works accredited universities of their choice. Participation in an accredited four-week summer institute on the principles, 7-- FRIENDS OF INTERNATIONAL EDUCATION (FIE) framing, ratification, and implementation of the Constitution Dorothy Goodman, Chair and Bill of Rights is required of all fellows normally during the Friends of International Education summer following their first year of study under fellowships. Box 4800 The annual deadline for applications is March 1. Detailed Washington, DC 20008 information may be obtained from: James Madison Memorial 202.363.8510 Fellowship Program.

HISTORY TEACHING ALLIANCE (HTA) NATIONAL ARCHIVES AND RECORDS ADMINISTRATION Christine Compston, Director (NARA) Paula Nassen Poulos The History Teaching Alliance supports the development and Education Branch (NEEE) National Archives and Records implementation of content-based collaboratives that bring Administration together elementary and secondary school teachers, museum Washington, DC 20408 educators, public historians, and college and university faculty. 202.501.6303 FAX: 202.219.1250 The Alliance assists with designing collaboratives, drafting 533 The National Archives preserves and makes available to the resources and the national dissemination of the Center's public the records of the federal government that have endur- research and curricular resources: (2) To administer the developing value and advance the knowledge of the history of the ment and dissemination of national achievement standards for nation. The National Archives is located at more than thirty sites U.S. and world history for the nation's schools, grades K-12, across the country, including the National Archives Buildings in under the guidelines of the National Education Goals adopted Washington, DC, and College Park, MD, twelve regional by President Bush and the nation's fifty governors in 1989, and archives, fourteen federal records centers, and nine Presidential by President Clinton currently. Publications include progress libraries. The National Archives brings its rich and varied reports and sample standards, Lessons from History, forty resources to the public through educational workshops, teaching units, and newsletters. The Center is sponsored by the publications, exhibitions, film programs, lectures, dramatic National Endowment for the Humanities and OERI, Department productions, archival training, commemorative celebrations, of Education. genealogy workshops, and tours. In the Education Branch, the staff focuses on (1) developing educational materials and NATIONAL CENTER FOR THE STUDY OF HISTORY publications based on archival documents for upper elementary Robert W. Pomeroy through adult learners; 12) conducting courses for educators National Center for the Study of History and other members of the research public on how to effectively RR1 Box 679 research primary sources in archival institutions, create Cornish, ME 04030 customized teaching units from historical sources, and apply 207.637.2873 classroom strategies in teaching with documents; and (3) FAX: 207.637.2873 (business hours only) publishing feature articles on associated topics in professional E-mail: robert-pomeroyEmelink.uucp journals. The National Center for the Study of History was founded in In addition to the above ongoing activities, the National 1984 as a nonprofit educational institution under the provisions Archives' Education Branch plans to: of section 501(c)(3)of the Internal Revenue Code. The Center promotes the study of history, encouraging its application in Contribute articles to Cobblestone Magazine, The Mini Page, nonacademic settings. To this end, the NCSH publishes educa- and other publications relating to teaching and learning with tional material, advises teachers and students, and otherwise primary sources at the elementary level supports projects with compatible concerns. NCSH publishes a variety of charts, guides, texts and circularmany of them Publish additional units in the new Primarily Teaching Series, relating to careers for history majors and the value of history in featuring document-based units created by participants in the the business world. annual Primarily Teaching institute for use in the classroom NCHS is engaged in a number of programs and activities: Promote the new CD-ROM featuring the World War II propaganda posters on display in the Powers of Persuasion Promoting History: NCSH receives and responds to inquiries exhibition in the National Archives from students and teachers across the country regarding the uses of history. The Center advocates the study of history in Develop a cosponsored national teacher education institute in forums unfrequented by traditional history associations, such as 1995 with The Constitution Project to improve teaching about industry-education alliances, career education groups, busi- the U.S. Constitution and the government created by this Great nesses and business schools. It contributes expertise, material, Charter and funds to educational ventures that further the study of Collaborate with college and university history faculty on the history. importance of using primary sources, especially federal records, Industry Education Initiative: NCSH maintains that knowledge in historical research and on the most effective way to incorpo- and understanding history is needed for a successful career in rate these sources in undergraduate and graduate classes on any field. With this in mind, NCSH is working with industry- historical research methodology and skills development. education alliances to strengthen the teaching of history. To NATIONAL CENTER FOR HISTORY IN THE SCHOOLS further support this effort, a problem-solving publication (NCHS) preparation. Guidelines explain how, why, when and where Charlotte Crabtree, Director supportive History Advisory Councils may be organized by Linda Symcox, Assistant Director schools and universities. National Center for History in the Schools Inventory America: Inventory America enlists students, senior Graduate School of Education citizens, and community associations in studying and producing University of California, Los Angeles accurate records of memorable neighborhood houses. The 405 Hilgard Avenue project encourages scholarship and serves a practical need. Los Angeles, California 90024-4108 During a two-week mini-course, participants' enthusiasm for 310.825.4702 history is stimulated by demanding, hands-on research. FAX: 310.825.4723 Students, local libraries, historical societies, State Historic The National Center for History in the Schools has been funded Preservation Offices, and the public all benefit from the over a period of five years to accomplish two major charges: (1) completed work. To conduct research on the status of history teaching and Main History Day: NCSH is the principal provider of financial learning in U.S. elementary and secondary schools, including the and administrative support for Main History Day, the statewide development of improved approaches and resources for history component of National History Day. teaching, in-service workshops in the implementation of these

4a k.) National History Education Network

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Business Management Instruction: Recognizing the need for and effective teaching activities. The membership newsletter, liberal arts students to acquire business skills, NCSH produces The Social Studies Professional, provides coverage of NCSS material to teach current business management techniques activities, education reform, student competitions, professional and relate them to core academic subjects. Introduction to development opportunities, social studies meetings, new Financial Projection Models, consisting of text, software, and a resources, and education meetings. Through the College and teachers' guide to the first of this series. The Center is preparing University Facility Assembly, NCSS publishes Theory and advanced material for this field. Research in Social Education. In addition, NCSS produces other books called bulletins (an NCSS comprehensive member NATIONAL COUNCIL FOR HISTORY EDUCATION benefit), which provide in-depth coverage of important social Elaine Wrisley Reed, Executive Secretary studies topics, and joins with outside publishers to produce National Council for History Education other in-depth coverage publications. NCSS regularly sponsors 26915 Westwood Road, Suite B-2 or cosponsors international, national, regional, state and local Westlake, Ohio 44145 meetings and summer professional development workshops. 216.835.1776 Through information services, NCSS provides invaluable FAX: 216.835.1295 research assistance and information about curriculum, assess- E-mail: [email protected] ment, scope and sequence, academic freedom, and more. To National Council for History Education is a national professional provide guidance for social studies education, NCSS issues association of individual members: historians, K-12 teachers, position statements and curriculum guidelines. NCSS has historical society and museum personnel, and others who are participated in numerous projects throughout its existence that interested in history education reform. Principal publications provide instructional resources for the teaching of history. In include History Matters! (a six page monthly newsletter), addition to collaboration on the National History Standards Building a Curriculum: Guidelines for Teaching History in the Project, NCSS is working with the Center for Educational and Schools (a thirty-two page booklet prepared by the Bradley Associational Services to develop and implement an Earth Commission on History in Schools). Doing History:A Report on Shuttle program for social studies. The program is similar to the the Ohio Academy for History Teachers and Portfolio Evaluation Earth Shuttle program currently implemented at EPCOT Center as History (booklets), and 1993 Conference Proceedings (a and utilizes the unique resources of Colonial Williamsburg, video and print package.) Through its History Colloquium Jamestown, Yorktown, and the Washington, DC, area. NCSS Program, NCHE provides in-service workshops for K-12 teachersperiodicals regularly feature articles and inserts that address throughout the United States. NCHE staff regularly participate topics in teaching history, and sessions and workshops during in conferences and serve on committees relating to history annual conferences address issues in history education. education, curriculum, and standards. NATIONAL COUNCIL ON PUBLIC HISTORY (NCPH) NATIONAL COUNCIL FOR THE SOCIAL STUDIES (NCSS) David Vanderstel, Director Martharose Laffey, Executive Director National Council on Public History National Council for the Social Studies 327 Cavanaugh Hall -IUPUI 3501 Newark Street NW 425 University Boulevard Washington, DC 20016 Indianapolis, Indiana 42602-5140 202.966.7840x115 317.274.2716 FAX: 202.966.2061 FAX: 317.274.2347

National Council for the Social Studies, which defines social The NCPH was organized to encourage a broader interest in studies as "the integrated study of the social sciences and professional history and to bring together those people, humanities to promote civic competence," engages and institutions, agencies, businesses, and academic programs supports educators in strengthening and advocating the social associated with public history; seeks to stimulate interest in studies. Founded in 1921, NCSS has grown to be the largest public history by promoting its use at all levels of society. The association in the country devoted solely to social studies NCPH publishes The Public Historian, a quarterly journal, and education. The Council membership is organized into a network Public History News, a quarterly newsletter. It holds an annual of over 110 affiliated state, local and regional councils and conference in order to promote the uses of public history. associated groups representing social studies supervisors and NATIONAL ENDOWMENT FOR THE HUMANITIES (NEH) college and university faculty members. NCSS publishes two Ralph C. Canevai, Program Officer journals, Social Education, which addresses all levels of the Division of Education Programs profession, providing information ranging from practical National Endowment for the Humanities classroom ideas to the latest research, and Social Studies and 1100 Pennsylvania Avenue, NW, Room 302 the Young Learner, devoted exclusively to elementary social Washington, DC 20506 studies education, meeting teachers' needs for new information, .535. 202.606.8377 FAX: 202.633.9296 FAX: 202.606.8394 E-mail: Bitnet NEHEDU@GWUVM NATIONAL REGISTER OF HISTORIC PLACES/NATIONAL PARK SERVICE (NRHP) The National Endowment for the Humanities is a federal grant- Beth M. Boland, Historian making agency promoting humanities education. NEH sponsors Teaching with Historic Places summer institutes, collaborative projects, and masterwork study National Register of Historic Places projects that deepen precollegiate teachers' knowledge of Interagency Resources Division humanities topics and texts. National Park Service R O. Box 37127 NATIONAL HISTORICAL PUBLICATIONS AND RECORDS Washington, DC 20013-7127 COMMISSION (NHPRC) 202.343.9545 FAX: 202.343.1836 Nancy Sahli, Program Director National Historical Publications and Records Commission Teaching with Historic Places is a program of the National Park National Archives Building, Room 607 Service's National Register of Historic Places and the National Washington, DC 20408 Trust for Historic Preservation. The goal of this program is to 202.510.5610 enrich classroom instruction of social studies and other required FAX: 202.501.5601 subjects through the use of historic properties listed in the The National Historical Publications and Records Commission is National Register. The National Register offers an ongoing a federal funding agency that provides support for projects to series of lesson plans that "bring history to life" by suing real preserve and make available for use documents significant for historic properties to help teach history, geography, and other American History. In addition to providing support for the required subjects. The lesson plans convert information from the publication of historical documentary editions that may be used National Register into materials directly usable in the class- in the classroom, the NHPPRC also provides funding for projects room. Activities encourage students to look in their own to increase documents use by teachers, students, scholars, and communities for places relating to the historical theme dis- the public. Eligible activities addressing this objective might cussed in the lesson. The lesson plans help students make include development of packages of documents and special connections between their daily lives and surroundings and the courses and workshops that introduce teachers at all levels to history they study in the classroom. The National Register has instructional techniques based on historical documents as well educational kits that include lesson plans on the thematically- as support for the evaluation or development of innovative linked properties as well as audio-visual materials and an teaching methods or multimedia document-based teaching overall teachers guide. (By 1995, they expect to complete kits materials. The application deadline for projects is February 1. relating to the themes of work and conflict.) In addition, they Projects to be'supported are determined by the Commission at have a curriculum framework designed to help schools of its June meeting. education, state agencies, community organizations, and school districts conduct graduate courses, workshops, and curriculum NATIONAL HISTORY DAY development projects using the Teaching with Historical Places Gordon B. McKinney, Executive Director approach. During the coming year, the Register will be holding Cathy Gorn, Associate Director a variety of workshops: (1) for educators and State Historic National History Day Preservation Offices to learn how to disseminate Teaching with 0121 Caroline Hall Historic Places in their states. (2) for National Park Service and University of Maryland, College Park National Trust employees to develop draft lesson plans, and (3) College Park, Maryland 20742 for Civil War battlefield managers, preservationists, and 310.314.9739 educators to develop additional lesson plans on specific Civil FAX: 301.314.9767 War battle sites. National History Day is an independent educational program NATIONAL TRUST FOR HISTORIC PRESERVATION (NTHP) that features a national contest for students and summer Kathleen Hunter, Director of Education Initiative institutes for teachers. The national contest allows students in National Trust for Historic Preservation grades 6-12 to express themselves through research papers, 1785 Massachusetts Avenue, N.W. projects, performances, and media presentations. These entries Washington, DC 20036 must be based on original research. History Day has produced a 202.673.4040 teacher supplement that explains how to use the contest in a FAX: 202.673.4038 classroom setting as well as a number of booklets for teachers based on the results of summer institutes. Up-coming publica- The National Trust for Historic Preservation, chartered by tions include booklets on World War II and conflict resolution in Congress in 1949, is a nonprofit organization with over 250,000 Asia, Africa, Europe, and Latin America. members. As the leader of the preservation movement, it is committed to saving America's diverse historic environments NATIONAL MUSEUM OF AMERICAN HISTORY (NMAH), and to preserving and revitalizing the livability of communities SMITHSONIAN INSTITUTE nationwide. It has seven regional offices, owns eighteen historic Lonn W. Taylor house museums, and works with thousands of local community Assistant Director for Public Programs groups in all fifth states. The National Trust is working closely National Museum of American History with the National Register of Historic Places to develop lesson Smithsonian Institute plans and curriculum kits and to introduce these materials Washington, DC 20560 through workshops with various groups. (See listing for 202.357.2124 I)0National Register of Historic Places). National History Education Network

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ORGANIZATION OF AMERICAN HISTORIANS Exploring the City, Understanding the Nation: American Anita A. Jones, Executive Secretary History through the Philadelphia Experience" (1987-91)This Organization of American Historians NEH-funded project provided summer staff development for 112 North Bryan Street 180 teachers in the School District of Philadelphia. The teachers Bloomington, Indiana 47408-4199 formed collaborative relationships with a number of local 812.855.7311- university faculty and museum personnel. They also learned FAX:812.855.0696 how to use Philadelphia's rich archival and architectural resources to teach American history to students in grades 1-12. The Organization of American Historians is a 12,000-member The project produced four "newsletters," which published professional association for scholars and others interested in teachers' research, and three teaching guides, which contain American history. Its primary educational activity is the lesson plans and primary documents based on the school-based publication of the quarterly Magazine of History. Each issue is projects carried out by participants. Copies of the school-based developed around a specific topic, providing insightful articles, project guides are available. reviews of recent scholarship, and lesson plans. The OAH allocates one day of its annual conference to "Focus on Discovering Our Fundamental Freedoms: The Bill of Rights in Teaching." Sessions explore successful teaching strategies, the Early and Middle Grades" (1991)This project, funded by innovative materials and approaches, curriculum revisions, and the U.S. Commission on the Bicentennial, provided staff school/college collaborations. Registration is waived for K-12 development for elementary and middle school teachers from teachers. The OAH is participating in the National History across the United States. As a result of their summer experi- Standards Project. ences, the teachers (1) led sessions at a regional symposium for teachers on the Bill of Rights and (2) created lesson plans for ORGANIZATION OF HISTORY TEACHERS (OHT) use with elementary and middle school students. Copies of Earl P. Bell, President "Discovering Our Fundamental Freedoms" teachers' guide are University of Chicago Laboratory School available free of charge. 1362 East 59th Street Chicago, Illinois 60637 Comparative Constitutions Directed Research Seminar" 312.702.0588 (1991)Funded by the Bill of Rights Education Collaborative (BREC) and Pew Charitable Trusts, this project brought together PHI ALPHA THETA twelve teachers from across the United States to conduct Graydon A. Tunstall, Jr., International Secretary-Treasurer independent research projects comparing the rights statements Phi Alph Theta in the constitutions of several nations. As a result of their 2333 Liberty Street summer experience, the teachers led sessions at a regional Allentown, Pennsylvania 18104 symposium for teachers on the Bill of Rights and wrote research 610.433.4140 FAX: 619.433.4661 papers with accompanying lesson plans for use with elementary PHILADELPHIA ALLIANCE FOR TEACHING HUMANITIES and middle school students. Copies of the "Comparative IN THE SCHOOLS (PATHS/PRISM) Constitutions" publication are available free of charge. Linda Friedrich Diversity and the Bill of Rights: An Exemplary Partnership" PATHS/PRISM (1991-93)Also funded by BREC and Pew, this project helped United Way Building middle schools and museums form ongoing partnerships for 7 Benjamin Franklin Parkway, Suite 700 teaching and learning about the history of Philadelphia's Philadelphia, Pennsylvania 19103-1294 diverse population. The project provides a model for ways in 215.665.1400 FAX: 215.864.2494 which schools and museums can from more meaningful and PATHS/PRISM provide professional development to teachers to lasting partnerships. renew knowledge of the arts and sciences and introduce SOCIAL STUDIES DEVELOPMENT CENTER (SSDC) teaching strategies that engage students through "hands-on" John J. Patrick, Director activities. They work with elementary and middle schools on Social Studies Development Center whole school renewal. A major project for PATHS/PRISM has Indiana University been the World History Project. P/P has collaborated with 2805 East Tenth Street, Suite 120 teachers, school administrators, and local university faculty to Bloomington, Indiana 47408-2698 create a two-year, thematic world history curriculum. Funded by 812.855.3838 FAX: 812.855.0455 the Rockefeller Foundation, the Pew Charitable Trusts and others, the curriculum will be published under the auspices of The Social Studies Development Center conducts projects to CHART. Additional projects over the past few years have improve teaching and learning of history and the social sciences included: a3 in elementary and secondary schools. The SSDC includes the ERIC Clearinghouse for Social Studies/Social Science Education, workshops, cultural resource studies, and ethnographic surveys which builds and maintains a database on the teaching and of the region; it is setting up archives and data bases of. learning of history and various social sciences in schools (K- ethnographic materials and folklife curriculum materials, and a 12). This clearinghouse also disseminates information on the resource guide. The SPHPC Archeology Division has worked teaching and learning of history through a publications with a number of local teachers to develop student projects program. The SSDC has conducted conferences and institutes dealing with local history through archeological methods. for history teachers. U.S. DEPARTMENT OF EDUCATION (USDE) SOCIETY FOR HISTORY EDUCATION (SHE) Sherrin Marshall Simeon Crowther, President U.S. Department of Education Department of Economics 555 New Jersey Avenue, NW California State University, Long Beach Room 522 1250 Bellflower Boulevard Washington, DC 20208-5524 Long Beach, California 90840 202.219.1496 310.985.4634 THE WOODROW WILSON NATIONAL FELLOWSHIP SOUTHERN HISTORICAL ASSOCIATION (SHA) FOUNDATION (WWNFF) William F. Holmes, Secretary-Treasurer Dale Stewart Koepp, Director Department of History National Leadership Program for Teachers University of Georgia CN Box 5281 Athens, Georgia 30602-1602 Princeton, NJ 08543-5281 706.542.8848 609.452.7007 FAX: 706.542.2455 FAX: 609.454-0066 E-Mail: [email protected] The Southern Historical Association has the purpose of encouraging the study of the history in the South, with The Woodrow Wilson National Fellowship Foundation is a non- emphasis on the history of the South. The SHA is primarily an profit entity dedicated to the encouragement of excellence in academic organization that works to encourage historical education through the, identification of critical needs and the scholarship through the Journal of Southern History and an development of effective programs to address them. The annual meeting, which usually takes place during the second DeWitt-Wallace Reader's Digest National History Project is a week of November. Occasionally, sessions on teaching are part of the National Leadership Program for Teachers, the offered at the annual meeting. Foundation's comprehensive program of professional development activities for high school and middle school teachers. SOUTHERN PENNSYLVANIA HERITAGE PRESERVATION Now in its sixth year, it offers summer institutes and related COMMISSION TECHNICAL ASSISTANCE CENTER (SPHPC) activities in American and World History. Participants create T. Allan Comp classroom-ready activities, which are published and distributed Heritage Resources Manager free of charge. In the summer of 1994, the NLPT will hold a SPHPC Technical Assistance Center month-long institute for middle school teachers of American 319 Washington Street history and twenty-three week-long workshops taught by Suite 370 teams of Woodrow Wilson teachers across the country. Johnstown, Pennsylvania 15901 814.539.2016 WORLD HISTORY ASSOCIATION FAX: 814.539.3345 Marilynn Hitchens E-mail: JHBRUYC @GROVE.IUP.EDU 720 Josephine Denver, Colorado 80206 Southwestern Pennsylvania Heritage Preservation Commission, 303.321.1615 a government agency under the U.S. Department of the The World History Association, an affiliate of the American Interior, was established to foster economic development in a Historical Association with an international membership of nine-county region of southwestern Pennsylvania through university historians and world history teachers, promotes and public-private partnerships involving historic preservation, advances teaching and research in global, comparative, and development of cultural resources, and tourism. SPHPC works cross cultural history. The WHA helps in the development of closely with many historical organizations to preserve the introductory courses from the pre-college through university history of the nine-county region. Among the materials, levels that involve alternatives to the more traditional surveys. programs, and activities offered by the SPHPC that relate to The Association sponsors local and national conferences on the teaching of history are HABS/HAER publications on world history themes; the topic for the 1994 conference is industrial history in the region; an internship program by "Environment in World History." A conference will be held in SPHPC to match college students with host organizations that Florence, Italy, in the summer of 1995. The WHA also hopes to will promote SPHPC themes and concerns; partnerships with sponsor a summer institute in China in 1995. The WHA Indiana University of Pennsylvania, area school districts, and publishes a scholarly journal as well as semi-annual bulletin. intermediate units to develop local history curriculums, such as the-efforts of the Allegheny Ridge State Heritage Park to develop elementary and secondary school curriculums on the history of the Allegheny Ridge region. Among the activities of its Folk life Division, SPHPC has conducted oral histories and 539 A Timeline of Iowa History

The Beginnings "Archaic" cultures. The Geology c. 3,000 years ago: Appearance of the Woodland cultures in c. 2.5 billion years ago: Pre-Cambrian igneous and metamor- eastern Iowa, and Great Oasis culture in western Iowa. phic bedrock, such as Sioux Quartzite, forms in the area that is c. 2,500 years ago: Middle Woodland cultures construct now Iowa. mounds in Iowa. c. 500 million years ago: A warm, shallow sea covers the area c. 1,500 years ago: Late Woodland cultures construct effigy that is now Iowa. mounds in Iowa. c. 500 million years ago: Sedimentary rock begins to form, c. 1,000 years ago: Mill Creek culture inhabits northwestern including limestone, sandstone, dolomite, and shale. Iowa. c. 500 million years ago: Cambrian rock forms. c. 1,000 years ago: Nebraskan Glenwood culture inhabits c. 475 million years ago: Ordovician rock forms. southwestern Iowa. c. 425 million years ago: Silurian rock forms. c. 900 years ago: Oneota culture inhabits Iowa for several centuries. c. 375 million years ago: Devonian rock forms. The Arrival of the Europeans c. 350 million years ago: Mississippian rock forms. 1673: Louis Jolliet and Pere Jacques Marquette are the first known Europeans to discover the land that will become Iowa. c. 300 million years ago: Pennsylvanian rock forms. 1682: Rene Robert Cavelier, sieur de La Salle claims the land in c. 160 million years go: Jurassic rock forms. the Mississippi River valley, including Iowa, for the King of c. 75 million years ago: Cretaceous rock forms. France.

c. 3 million years ago: Glaciers form during a cooling of the 1762: Claims to the land that will become Iowa transferred to earth's surface, and the ice sheets gradually, in several phases, the King of Spain. move over the area that is now Iowa. 1788: Julien Dubuque creates first European settlement in c. 12,000 years ago: The last glacier melts and the geographi- Iowa. cal features of Iowa are exposed. First known humans in Iowa. 1799: Louis Honore Tesson receives a land grant from the c. 8,000 years ago: A warming of the climate and reduced Spanish government for a tract of land in Lee County. rainfall encourages the spread of prairies across the area that 1800: Basil Giard receives a land grant from the Spanish is now Iowa. government for a tract of land near the present town of c. 5,000 years ago: Increased rainfall spurs the growth of Marquette. hardwood forests in protected areas in the area that is now 1800: Claims to land that will become Iowa are transferred to Iowa. France.

1803: France sells Louisiana Territory, including land that will The First Iowans become Iowa, to United States. The Archaeology 1803: Iowa becomes part of Upper District of Louisiana with c. 12,000 years ago: Archaeologists believe the first known capital at St. Louis. human beings to live in Iowa, the Paleo period, left fragmen- 1804: Iowa is part of District of Louisiana, but is assigned to tary remains of their hunting practices. Indiana Territory for practical administration. c. 8,500 years ago: For about 7,000 years Iowa is occupied by

`14 0 1804: Captain Meriwether Lewis and Lieutenant William Clark 1838: Federal land offices established at Dubuque and cross Iowa on their expedition to explore Louisiana Territory. Burlington.

1804: Sergeant Charles Floyd, on Lewis and Clark expedition, 1839: Abner Kneeland founds pantheist colony of Salubria in dies. Van Buren County.

1804: Treaty with Sac Indians concluded in St. Louis, including 1839: "The Case of Ralph" decided by Territorial Supreme land that will become Iowa. Courtallowing a slave residing in Iowa (a free state) to retain his freedom. This decision was overturned by the Dred 1805: Lieutenant Zebu lon Montgomery Pike explores upper Scott decision nearly two decades later. Mississippi River valley. 1839: Iowa argues southern boundary with Missouri, com- 1805: Iowa becomes part of Territory of Louisiana with capital monly called the Honey War. at St. Louis. 1839: "Dillon's Furrow" road established from Dubuque to 1806: Lewis and Clark expedition returns down Missouri River. Missouri border. 1808: Fort Bellevue (later called Fort Madison) constructed in 1839: St. Raphael's Seminary established in Dubuque. what became Lee County. 1840: Federal Census of Iowa's population: 43,112. 1812: Iowa becomes part of Territory of Missouri with the capital at St. Louis. 1840: Winnebago tribe moves into so-called "Neutral Ground."

1813: Fort Madison abandoned. 1841: Fort Atkinson built.

1819: First steamboat on Missouri River reaches Iowa. 1842: Treaty called "Sac and Fox Cession," first of three such treaties, opens additional land in Iowa for settlement. 1819: Stephen Long expedition explores Iowa. 1843: Fort Des Moines # 2 established near Raccoon River 1820: First steamboat on Mississippi River reaches Iowa. forks. 1820: Missouri admitted to Union as state, leaving Iowa with 1844: Mount Pleasant Collegiate Institute incorporated. no official jurisdictional authority designated. 1844: Constitutional Convention convenes in Iowa City and a 1824: So-called "Half Breed Tract" set aside in what would constitution is drafted and presented to United States Senate. become Lee County. 1845: Draft constitution, approved by Congress and signed by 1830: So-called "Neutral Ground" established in what would President Tyler, is twice rejected by popular vote of people of become northeastern Iowa. Iowa. 1830: Isaac Gal land founds first school in Iowa.

1832: Treaty with Sauk Indians (the "Black Hawk Cession") opens Iowa land for legal European settlement. Putting Down Roots 1846: Second Constitutional Convention convenes in Iowa City 1834: Iowa becomes part of Territory of Michigan with capital and drafts a constitution to present to United States Senate. It at Detroit. was approved by Congress, signed by President Polk, and 1834: Fort Des Moines # 1 established near Des Moines River approved by popular vote of the people of Iowa. rapids. 1846: State of Iowa admitted to United States, with capital at 1835: Lieutenant Colonel Stephen Watts Kearny explores Des Iowa City. Moines River valley and north central Iowa. 1846: Members of the Church of Jesus Christ of Latter-day 1836: Lieutenant Albert M. Lea publishes Notes on the Saints begin their trek from Nauvoo, Illinois, across Iowa. Wisconsin Territory; particularly with reference to The Iowa 1846: Treaty called "Potawatomi Cession" opens additional District, or Black Hawk Purchase. land in Iowa to settlement. 1836: The "Keokuk Reserve" opens to European settlement. 1846: William F. Cody, known as "Buffalo Bill," born in Scott 1836: Iowa becomes part of Territory of Wisconsin with capitals County. at Belmont, Burlington, and Madison. 1847: Great Seal of the State of Iowa adopted by first General 1836: First newspaper in Iowa published: The Du Buque Visitor. Assembly.

1836: First bank in Iowa startsMiners' Bank of Dubuque. 1847: The State University of Iowa chartered in Iowa City.

1837: Treaty called "Second Black Hawk Cession" opens 1847: Group of Dutch immigrants settles at Pella. additional land in Iowa to European settlement. 1848-1849: Fort Atkinson abandoned. 1837: National economic depression slows settlement of Iowa. 1850: Federal Census of Iowa's population: 192,214. 1838: Territory of Iowa created; Robert Lucas appointed governor. k) 41 A Timeline of Iowa History

continued

1850: Hungarian refugees found New Buda in Decatur County. 1868: Iowa integrates public schools when state Supreme Court rules that Susan Clark, an African American, can attend 1851: Native American Indian tribes relinquish their last official Muscatine public schools. claim to land in Iowa by the "Sioux Cession" treaty. 1868: Iowa ratifies 13th amendment to U. S. Constitution, 1854: First State Fair held, at Fairfield. allowing African-American males to vote. 1854: Meetings in Crawfordsville and other towns lead to the 1868: Patrons of Husbandry organize first Grange in Iowa. formation of the Republican Party. 1869: Iowa Board of Immigration created. 1855: German immigrants found the Amana colonies in Iowa County. 1869: First classes held at Iowa Agricultural College and Model Farm at Ames. 1855: First classes held at State University of Iowa in Iowa City. 1870: Federal Census of Iowa's population: 1,194,020. 1856: The Church of Jesus Christ of Latter-day Saints hand cart expedition leaves Iowa City. 1870: Jesse Hiatt grows first Delicious apple tree on farm in Madison County near East Peru. 1856: First railroad bridge across Mississippi River completed at Davenport. 1871: Amelia Jenks Bloomer elected first president of Iowa Woman Suffrage Association-50 years before women gained 1856: Mesquakie tribe members persuade state government to the right to vote. allow them to purchase land in Tama County and create a privately owned settlement. 1873: Nationwide economic depression causes much trouble for Iowans. 1856: Federal land granted to railroads. 1874: Herbert Clark Hoover born at West Branch. 1857: New constitution adopted in Iowa. 1876: Iowa State Normal School founded in Cedar Falls. 1857: The capital of State of Iowa moved to Des Moines. 1879: Meteorite weighing at least 744 pounds falls to earth 1857: The State Historical Society of Iowa created at Iowa City. near Estherville. 1857: A nationwide economic depression slows settlement of 1880: Federal Census of Iowa's population: 1,624,615. Iowa. 1880: James Baird Weaver of Bloomfield nominated for 1858: Iowa Agricultural College and Model Farm created at president by Greenback Party. Ames by General Assembly. 1880: John Llewellyn Lewis born at Cleveland Coal Camp near 1859: Samuel Jordan Kirkwood elected Governor of Iowa. Lucas in Lucas County. 1860: Federal Census of Iowa's population: 674,913. 1882: Tornado strikes Grinnell killing at least 39 people. 1860: Tornado strikes Camanche killing at least 42 people. 1884: State Capitol dedicated in Des Moines. 1861: Annie Turner Wittenmyer organizes Soldiers Aid Society 1885: William Larrabee elected governor of Iowa. and diet kitchens to improve medical services for soldiers during Civil War. 1888: Henry Agard Wallace born on farm near Orient, Iowa.

1861-65: 75,000 Iowans serve in Civil War and 13,000 die. 1890: Federal Census of Iowa's population: 1,912,297.

1862: Samuel Freeman Miller appointed to U.S. Supreme Court. 1891: Grant Wood born on farm near Anamosa in Jones County. 1862: Homestead Act becomes law. 1892: James Baird Weaver of Bloomfield nominated for 1863: First bank under general national banking act of United president by Populist Party. States opens in Davenport. 1892: John Froelich invents first gasoline-powered tractor, 1865: James Harlan, United States Senator from Iowa, Clayton County. appointed Secretary of the Interior. 1893: Nationwide economic depression causes much trouble 1867: First railroad completed across the state. (fix. Iowans 44 1893: Tornado strikes Pomeroy killing at least 60 people. 1919: Radio station WSUI starts at State University of Iowa, first radio station in state. 1893: Czech (Bohemian) composer Antonin Dvorak spends summer in Spillville. 1919: Carrie Lane Chapman Catt helps found National League of Women Voters. 1894: The Iowa Bystander, an African-American newspaper, begins publication in Des Moines. 1920: Federal Census of Iowa's population: 2,404,021.

1920: John Llewellyn Lewis elected president of United Mine Workers of America. Land, Town, and World 1920: First air mail flight lands in Iowa. 1896: Rural Free Delivery Act begins mail delivery to Iowa farms. 1921: Radio station WOC starts in Davenport, first commercial radio station.. 1897: Wild Rose becomes official State Flower. 1922: May E. Francis elected Iowa Superintendent of Public 1897: First consolidated school in Iowa opens at Buffalo Center. Instruction. 1897: James "Tama Jim" Wilson of Traer appointed secretary of agriculture in President William McKinley's cabinet. 1926: Henry Agard Wallace founds Pioneer Hi-Bred Interna- tional. 1898: Name for college in Ames changes to Iowa State College of Agriculture and Mechanic Arts. 1928: Iowan Herbert Clark Hoover elected president of United States. 1899: David B. Henderson, Dubuque, elected Speaker of United States House of Representatives. 1928: Carolyn Campbell Pendray becomes first woman in Iowa House of Representatives. 1900: Federal Census of Iowa's population: 2,231,853. 1930: Federal Census of Iowa's population: 2,470,939. 1900: Iowan Carrie Lane Chapman Catt elected president of National Woman Suffrage Association, a post she held for 28 1932: Viola Babcock Miller becomes Iowa Secretary of State. years. 1932: Carolyn Campbell Pendray elected to Iowa Senate.

1901: Albert B. Cummins elected governor of Iowa. 1932: Farmers' Holiday Association organized.

1901: Jesse Field Shambaugh starts 4-H Club. 1933: Eastern Goldfinch becomes official state bird.

1901: Fort Des Moines # 3 established at Des Moines. 1933: Iowan Ida B. Wise Smith elected president of the national 1902: Extension Department starts at Iowa State College. Women's Christian Temperance Union, a post she held for 13 years. 1905: F. A. Harriman becomes first Iowan to die in automobile accident 2 miles south of Hampton on U. S. 65. 1936: Exceptionally hot and dry summer and cold and snowy winter cause hardships for Iowans. 1908: William Boyd Allison dies, after serving almost 44 years in United States Congress as both representative and senator. 1938: John Llewellyn Lewis elected first president of Congress of Industrial Organizations. 1909: Name of college in Cedar Falls changed to Iowa State Teachers College. 1939: Iowan John Vincent Atanasoff develops the first prototype computer. 1910: Federal Census of Iowa's population: 2,224,771. 1940: Federal Census of Iowa's population: 2,538,268. 1911: "The Song of Iowa" becomes official state song. 1940: Henry Agard Wallace elected vice president of United 1912: First rural public hospital created in Washington. States.

1913: Keokuk Dam completed. 1941: United States enters World War II.

1917: United States enters World War I. 1942: Fort Des Moines becomes training center for Women's Auxiliary Army Corps. 1917: Camp Dodge built near Des Moines. 1942: Five Sullivan brothers from Waterloo are killed in action 1917: Private Merle D. Hay of Glidden dies in France, first in the same engagement. American casualty of WW I.

1918: Marian Crandell, teacher from Davenport, killed in France.

1918: Governor William Harding issues "Babel Proclamation," outlawing use of languages other than English in public. 4 k).1 1918: Iowa Farm Bureau Federation organizes. 3 A Timeline of Iowa History

continued

The Heartland in Transition underdeveloped countries. 1946: John R. Mott awarded Nobel Peace Prize. 1970: "Iowa: A Place To Grow" becomes the state 1948: Henry Agard Wallace nominated for president by theme. Progressive Party. 1971: Descendants of Frederick M. Hubbell donate 1950: Federal Census of Iowa's population: 2,621,073. Terrace Hill to State of Iowa.

1950: Television station WOl.starts at Iowa State College. 1976: Iowa's first "first-in-the-nation" caucuses. 1955: National Farmers Organization starts. 1980: Federal Census of Iowa's population: 1958: Dr. James Van Allen discovers radiation belt which bears 2,913,808. his name. 1986: Linda K. Neuman becomes the first woman 1959: Name of college in Ames changes to Iowa State Univer- appointed to Iowa Supreme Court. sity of Science and Technology. 1986: Jo Ann Zimmerman elected as the first woman 1960: Federal Census of Iowa's population: 2,757,537. to serve as Iowa Lieutenant Governor.

1961: Oak tree becomes official state tree. 1989: First "Iowa: Eye To I" (bus trip across the state) class held. 1961: Name of college in Cedar Falls changes to State College of Iowa. 1990: Federal Census of Iowa's population: 2,776,755. 1967: Geode becomes official state rock. 1990: Bonnie J. Campbell elected Iowa Attorney 1967: Name of college in Cedar Falls changes to University of General. Northern Iowa. 1993: Disastrous floods hit all parts of Iowa. 1970: Federal Census of Iowa's population: 2,825,041. 1995: General Assembly officially adopts design for 1970: Iowan Norman Borlaug receives Nobel Peace Prize for state flag, something generally believed to have creating disease-resistant plants to feed people in happened in 1921.

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